Pupils have positive and trusting relationships with staff. Staff know pupils well as individuals and want the very best for them. However, staff have not been trained to understand pupils’ special educational needs and/or disabilities (SEND). This means that while staff try to understand what pupils may be struggling with, they are not currently creating the right kind of learning environment for all pupils, nor are staff able to provide the support pupils need to achieve the best possible outcomes. Pupils often struggle to engage with learning. This is because staff often do not understand how to make learning accessible and engaging for pupils. Lessons are frequently disrupted. Pupils often choose not to attend lessons. Some pupils who were engaging positively with learning last academic year now say that they do not see the point of school. Swearing and derogatory language have been too commonplace within school. A lack of clarity from leaders about what the expectations of pupils are, mean staff are often reluctant to challenge negative behaviours. Disorganisation, and a lack of predictability within the school day creates an ongoing sense of uncertainty for pupils. Leaders do not think carefully enough about the risks that pupils face. Furthermore, leaders do not take the right action to keep all pupils safe within the school day.