Pupils experience a poor educational experience through the curriculum. Leaders’ expectations for what pupils should know and be able to do by the time they leave school are low. Pupils do not achieve well. Pupils do not have experiences that help to develop them socially and culturally. Learning related to some of the protected characteristics is avoided. Educational visits are limited. There are no clubs in place and pupils’ talents and interests are not taken into account or developed. Pupils who spoke with inspectors said that they enjoy school. They attend regularly, behave well and enjoy positive relationships with staff. Pupils are certain that staff would sort out any bullying quickly. Pupils said that they feel safe and that they can talk to staff if they have any worries. However, leaders do not ensure that pupils are kept safe. This is because leaders’ approach to safeguarding is lax. Some staff are not suitably trained and leaders pay too little attention to ensuring that risk assessments are completed to safeguard pupils’ health, safety and welfare. Pupils are guided to attend a religious college for their next stage of education. They receive no careers advice to help them consider the range of options available to them in the future. Some pupils take part in activities that help them to contribute to society. For example, some pupils raise money for local charities. Pupils learn how to keep healthy.