Pupils are inquisitive and enjoy learning a broad range of subjects. However, there is not enough effective support for pupils with special educational needs and/or disabilities (SEND), or for those who fall behind in reading. Pupils and adults alike get on well with each other. They and their parents and carers describe the school as one big family. Pupils feel safe and secure. They know that if bullying should occur, staff will deal with it quickly. From the time children enter the early years kindergarten, staff teach them to be kind and respectful. Pupils give a warm welcome to new pupils who join the school and to visitors. They behave well throughout the school day. Pupils value the fact that everybody is and feels included. They learn about people’s differences. For example, pupils did research on famous athletes, including those with disabilities and transgender sportspeople. Staff organise many enrichment activities. These make a strong contribution to promoting pupils’ personal development. Staff have planned an ambitious teaching programme to cover the statutory requirements of personal, social and health education (PSHE), and the new relationships and sex education (RSE). However, teaching staff sometimes omit these aspects of the curriculum. Leaders have not held teachers to account on this.