Leaders have not ensured that all staff understand the school’s systems for keeping pupils safe. This potentially places pupils at risk. Across a range of subjects, leaders have not identified the knowledge all pupils should learn to help them develop their understanding securely over time. Too many pupils do not develop quickly as fluent readers. Pupils with special educational needs and/or disabilities (SEND) do not receive a curriculum that meets their needs. Pupils know the school’s values. They like the rewards they receive for the positive choices they make. However, too many pupils do not behave well, particularly at lunchtimes. Poor behaviour in classrooms frequently disrupts learning. Pupils do not have an age-appropriate understanding of relationships and boundaries. Parents and carers worry about some pupils’ behaviour. Pupils say that they can talk to their friends and teachers about their worries. Most pupils say that they feel safe in school. They understand what bullying is. They know that adults will sort out any incidents. Some pupils visit the ‘caterpillar room’ to help them understand their emotions and feelings. Children in the early years enjoy learning. They settle well into school life. Older pupils understand the importance of equality. They recognise that ‘anyone can do any job’.