The overall systems to safeguard pupils are effective. Most pupils agree that they feel safe at school. Pupils typically said that there are adults in school whom they would speak to if they had any concerns about bullying or unkind name calling. However, some pupils were not confident that staff would take any action to improve matters. Pupils’ learning experiences vary from lesson to lesson. Some pupils regularly have their learning disrupted by the poor behaviour of others. Learning is also interrupted by those pupils who choose to truant lessons, wander the corridors or arrive late to lessons. This behaviour makes others feel unsettled. It stops pupils from learning all that they should. Some staff, including leaders, do not challenge pupils’ poor behaviour. Absence levels are very high, particularly for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). This prevents some of these pupils from building their subject knowledge over time. The school has raised its expectations of what pupils can achieve. Most pupils are beginning to benefit from a broader curriculum. However, there are some weaknesses in the design and delivery of some subject curriculums. This hinders some pupils from achieving as well as they should. Pupils have the opportunity to participate in a range of sports activities. They benefit from subject-specific trips to museums and competitions.