Pupils do not benefit from an effective curriculum that helps them to gain the knowledge that they need to be successful learners. Leaders have low expectations for pupils’ achievement, especially for those with educational needs and/or disabilities (SEND). Pupils are not well supported because leaders have not ensured that teachers know what essential learning they need to teach. Pupils do not achieve well. Pupils with SEND do not get the additional help that they need to succeed. This is because leaders have not made sure that staff know how to identify or meet their needs. Pupils are safe at school. Some parents and carers expressed concern about how well their concerns, including bullying, are dealt with. Poor record-keeping by leaders and a lack of clear communication about incidents makes some parents worry about their children’s safety at school. However, inspection evidence found that leaders deal with bullying effectively. Pupils and children in the early years do not have access to suitable opportunities that support their wider development. Children in the early years do not develop essential knowledge or attitudes that they need to be ready for key stage 1. Their understanding of the world around them is weak. Many pupils said that they enjoy school much more now than they used to. Pupils and their parents commented on recent improvements at the school. Most pupils mix sociably on the playground. However, there are times when some pupils do not enjoy playtimes. There is variation in staff’s expectations for pupils’ behaviour. Although many pupils behave well, some pupils cause low-level disruption that interrupts the learning of others. At times, staff do not ensure that pupils are considerate towards each other while they are playing.
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