Bournes Green Junior School

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About Bournes Green Junior School

Name Bournes Green Junior School
Ofsted Inspections
Headteacher Mr David Denchfield
Address Ladram Road, Southend-on-Sea, SS1 3PX
Phone Number 01702587913
Phase Academy
Type Academy converter
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 263
Local Authority Southend-on-Sea
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They are polite. Pupils understand the behaviour steps and the opportunities for praise.

They respond well to the clear routines. During play times, pupils further develop their social skills. They have opportunities to be active on a wide range of equipment.

Pupils have fun and get on well together.

Pupils respond positively to the high expectations of their teachers. They appreciate having opportunities to develop their interests and characters.

Pupils have chances to improve their leadership skills. They share ideas and listen to each other well.

Pupils appreciate the new experiences offered through the s...chool's 'University of Bournes Green'.

They are offered a range of opportunities to learn new skills, such as lifesaving, DJing and sewing. These activities help to broaden their talents and interests.

Pupils develop their understanding of the wider world.

They benefit from a variety of activities to learn about different countries and cultures. Pupils show tolerance and respect. They develop positive relationships with each other and with staff.

Staff teach pupils about staying safe. This includes when pupils are online. Pupils have support for their concerns and issues.

They know they can use the online 'worry box' outside of the school's usual hours.

What does the school do well and what does it need to do better?

The school is reviewing its curriculum. Leaders are carefully considering how it will meet the needs of all pupils effectively.

However, there is still some work to do. A few subjects are in the early stages of development. In these subjects, the school is deciding on the precise knowledge that it wants pupils to learn and by when.

The school values reading. All staff receive frequent training to deliver the school's phonics scheme effectively. Staff accurately identify pupils' reading needs.

Reading lessons are well planned. Pupils who need extra support receive it promptly. The school selects a wide variety of books and authors.

This adds to pupils' understanding of diversity and enriches their cultural knowledge. Older pupils read with increasing fluency across a range of topics. This helps to improve their vocabulary and increase their interest in other subjects.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) well. Staff use many ways to support pupils with SEND effectively. The school adapts the curriculum, where appropriate, or provides extra resources.

Pupils with SEND work well alongside their peers. They know they can ask for extra support if needed. Many pupils with SEND are achieving well.

Pupils' behaviour reflects a culture of high expectations. They have positive attitudes to school and to their learning. There is very little low-level disruption.

Therefore, lessons run smoothly and with little interruption. Pupils share confident, positive relationships with each other. Many enjoy coming to school and have high attendance.

The school promotes pupils' wider personal development well. Pupils can recall what they learn in their personal, social, health and economic education lessons. Pupils learn about and practise democracy by voting for various school leadership positions.

They understand the importance of discussion through assembly time and debates. Visitors enrich learning experiences, such as when pupils learned about Christingle from the local reverend. Pupils take part in opportunities to share their own cultures.

These include different national dances and traditional dress.

The trust and the academy committee work to promote continuous school improvement. Trust leaders use their 'ranking' to define the most important areas of development.

However, the academy committee does not yet fully understand or operate its changed responsibilities in the new structure. This impacts on the effectiveness of support and challenge offered to the school. Individual governors undertake appropriate training.

Staff say they are well supported by school and trust leaders. Their workload and well-being are well considered. Communication is a strength.

Staff welcome the opportunities to work with other schools. They benefit professionally from the different training courses that are offered.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few subjects are not yet fully developed. The knowledge that leaders want pupils to learn, and by when, is not precisely set out. It is therefore unclear what pupils are learning and how well they are progressing.

The school should ensure that the few remaining subjects consistently set out precisely what pupils need to know and remember. ? The academy committee does not yet fully understand its new roles and responsibilities. Consequently, some of its duties are not being fulfilled effectively.

Opportunities to support school leaders are being missed. The trust should ensure that the academy committee understands its roles and responsibilities and carries out its duties effectively. This will enable the committee to provide appropriate support and challenge to school leaders.

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