Pupils’ behaviour is not consistently well supported across the school. There are differences in how behaviour is managed and in the types of behaviour expected from pupils. Pupils know that in some classes, and areas within school, the expectations of their behaviour are much lower. This impacts upon how pupils choose to behave and, consequently, upon how well they learn. The school’s work to develop the approach to behaviour and improve consistency in expectations is at the earliest stages of implementation. Pupils have positive relationships with their key staff. The school has raised its expectations for what pupils can achieve. The curriculum has been broadened over time so that pupils can achieve more accreditations and qualifications by the time they leave. Pupils rise to this challenge. The offer beyond classroom learning gives pupils a range of wider experiences. Pupils engage with local charities, places of interest and places of work to broaden their horizons. However, the curriculum to raise awareness of different faiths, cultures and the arts is not as well established. The proprietor body does not ensure that it consistently meets the independent school standards. As well as the impact on behaviour in school, this impacts on some aspects of welfare for pupils. Several independent school standards are unmet.