Christ Church (Church of England) Junior School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Christ Church (Church of England) Junior School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Christ Church (Church of England) Junior School.

To see all our data you need to click the blue button at the bottom of this page to view Christ Church (Church of England) Junior School on our interactive map.

About Christ Church (Church of England) Junior School

Name Christ Church (Church of England) Junior School
Ofsted Inspections
Headteacher Mrs Sarah Blower
Address Woodcote Road, Tettenhall Wood, Wolverhampton, WV6 8LG
Phone Number 01902558700
Phase Primary
Type Voluntary controlled school
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 239
Local Authority Wolverhampton
Highlights from Latest Inspection


Christ Church (Church of England) Junior School continues to be a good school. There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a graded (section 5) inspection now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils thrive in this welcoming, inclusive school where all staff always put them first. The school's Christian values of respect, kindness, honesty, love, friendship and perseverance are evident in all aspects of school life. Staff are excellent role models for these values.

Pupils follow their example with maturity and sincerity. Pupils feel saf...e in school because they know that staff genuinely care for them. Pupils said, 'Teachers here make everyone feel included and special.'

Leaders have high expectations and expect pupils to work hard and achieve their best. Pupils understand this and rise to the challenge very well. They behave exceptionally well during lessons, when moving around the school and at playtimes.

They are friendly, polite and well mannered. Older pupils support younger ones in many ways. They act as 'buddies' on the playground, but they also help with their learning in reading and mathematics.

This mentor model works very well.

Leaders ensure pupils gain a wide range of experiences outside of the classroom. The wide variety of after-school clubs ensure there is something for everyone to enjoy.

Visitors inspire pupils with their learning and they help to deepen their understanding. The wide variety of trips offered to all pupils help to do the same.

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

Leaders have made many changes to the curriculum.

As a result, the curriculum is now highly effective and ambitious. Leaders make sure that learning builds on what pupils already know and what they need to know. Subject leaders are experts in setting out what they want pupils to learn and when they want them to learn it.

Teachers have excellent subject knowledge. They plan interesting lessons that engage and motivate pupils. Teachers check pupils' understanding in lessons and over time.

A range of carefully designed tasks ensure that pupils are able to remember what they have learned. This makes them very well prepared for the next stage of their education.

Leaders and teachers support pupils with special educational needs and/or disabilities (SEND) with skilful expertise.

They identify their needs quickly and ensure that any barriers they might have are overcome. Leaders make regular checks to ensure pupils' support plans are well implemented. Staff expertly adapt the curriculum in different ways to meet the needs of individual pupils.

As a result, pupils with SEND achieve exceptionally well.

Leaders prioritise early reading. For pupils at the early stage of learning to read, targeted support enables them to catch up.

Books that carefully match the sounds they are learning and revisiting help pupils to gain confidence and read with fluency. Leaders' actions to promote a love of reading are wide and varied. Regular visits to the well-stocked library allow pupils to develop an appreciation of authors and a love of literature.

Pupils have benefited from a variety of different author visits. These inspire pupils to write. Pupils enter competitions to have stories published and are successful in doing so.

The outdoor library enables pupils to read for enjoyment during breaktimes.

Leaders provide an exceptional personal development offer for all pupils. Pupils learn not to discriminate against others, such as by race or gender.

They have a very deep understanding of tolerance and respect. Pupils said, 'Some people have invisible disabilities, so we have to make sure we treat everyone well.' They learn about different religions and celebrations.

Pupils take the lead in teaching their peers about different faiths. For example, Sikh pupils shared and celebrated with other pupils aspects of their own faith and culture. Links with a school in Kenya broaden pupils' understanding of the world they live in.

Leaders support pupils to think about others. Their charity work is impressive. Staff, parents and pupils recently took part in a local charity event as a whole community to raise funds for a charity that is close to the hearts of them all.

Leadership at all levels is exceptional. Staff and parents hold leaders in high regard. Leaders prioritise workload and staff well-being.

Staff feel extremely well supported. Governors understand their role and carry this out highly effectively. They ensure that they support leaders, but they also challenge them when needed.


The arrangements for safeguarding are effective.

Leaders take their safeguarding roles and responsibilities very seriously. There are clear policies and procedures in place for all staff and visitors to follow.

Staff know these policies and adhere to them. Leaders ensure training is up to date. They know all pupils very well.

They are well placed to identify and act on any concerns they have, however small. Leaders work well with external agencies to support pupils where necessary. They keep detailed records and share information in a timely way with the right people.

Leaders ensure that thorough checks are completed on staff. These checks satisfy leaders that staff and volunteers are suitable to work with pupils.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in December 2017.

  Compare to
nearby schools