Staff do not expect enough of pupils. Pupils do not remember the knowledge they need to be successful across the curriculum. The teaching of reading is weak. Teachers’ use of assessment is poor. This all means that pupils’ work is of a low standard. As a result, many pupils are not prepared well enough for the next stage of their education. Pupils show varied attitudes to their learning. Staff have not created a sense of urgency about learning. Strategies to support pupils with special educational needs and/or disabilities (SEND) to learn with their peers do not work. Consequently, pupils get distracted and do not do as much as they should. Pupils value this family-oriented school. They know the school rules and show respect for each other. Pupils say bullying is rare. They live by the ‘shine’ values promoted by staff. Pupils recognise the contribution they make to the local community. Pupils who find managing their own behaviour challenging are supported well. Staff are very caring. They know pupils’ personalities well. Staff look to support pupils as much as possible. This means pupils rightly feel safe. However, pupils rely on adult support too much. Pupils do not learn to take responsibility for themselves, particularly in lessons.