There are widespread weaknesses in leadership. Staff are working to improve the curriculum pupils receive. As a result, many pupils, including some pupils with special educational needs and/or disabilities (SEND), are learning more now than in the past. However, the quality of education is not good. Pupils do not gain the detailed knowledge and skills they should across the curriculum. Pupils with the most complex needs do not have beneficial educational experiences. Over time they have not received the support they need. A minority of pupils’ poor behaviour continues to escalate. When this happens, it puts these pupils, other pupils and staff at risk. Expectations of pupils’ behaviour are far too low. Pupils do not have clear boundaries in place. Too many pupils do not show respect. Pupils do try hard to communicate their needs when things are proving difficult for them. For example, pupils talk openly about regular incidents of poor behaviour. Some pupils have come to accept that rough play happens. However, pupils say that when bullying happens they know staff will help. Increasing pupils’ physical fitness is a top priority for the school. Pupils like getting outside and keeping fit and healthy.