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About Clarendon Junior School (Clarendon Federation)
Pupils feel happy and safe at Clarendon Junior School. They trust adults to support them when they need help.
Pupils put into practice the school's values of 'Creativity, Compassion, Curiosity, Perseverance and Respect'. They demonstrate this in the way they work and behave towards each other.
There is a calm and orderly atmosphere around the school.
Pupils are polite and hold doors open for adults. Pupils and parents say bullying is rare. They are confident leaders deal with it when it occurs.
Leaders support pupils to be responsible citizens. Pupils hold a range of leadership roles. The school council enjoys raising money for new equipment.
.../>The eco-warriors look after the school environment through litter picking and caring for wildlife.
Pupils learn to eat healthily and be active. As a result, the school has achieved a national award for its work.
Leaders plan school trips to support curriculum work by, for example, learning more about the Mayan civilization. Pupils attend a wide range of after-school activities. These include netball, football, art and dodgeball.
What does the school do well and what does it need to do better?
Leaders have designed a broad curriculum to excite pupils and build on their previous knowledge. They have high expectations for all pupils, including those with special educational needs and/or disabilities. Teachers know how to adapt lessons to support them.
The interventions these pupils receive match their learning needs well.
Reading is a priority across the school. Teachers help pupils to become fluent readers and to have a love of reading.
Reading books give pupils access to a diverse range of high-quality texts. In daily reading lessons, pupils build their vocabulary. This helps them to find information to answer questions and use this to predict what might happen next.
Teaching promotes a love of learning. This helps pupils to remember what they have learned, and they use this to help them to learn new knowledge.
In most subjects, leaders support teachers to develop their subject knowledge.
Where this is the case, teachers carefully design tasks and ask questions well. This means pupils secure a deeper understanding of what they learn. However, where subject knowledge is not clearly identified in the curriculum, it is not implemented as well.
This means that pupils do not confidently build on what they already know.
The pastoral support provided by the school is strong. The pastoral support team knows the emotional and other needs of all pupils and support them well.
When pupils are facing emotional or behavioural difficulties, they have access to safe and quiet spaces around the school.
Pupils attend school regularly and there is very little persistent absence. Leaders use effective strategies to encourage regular attendance.
They are quick to act when attendance falls.
Leaders work hard to strengthen relationships between school and home. Pupils are enthusiastic about the recent art workshop, where over 200 parents took part.
Parents say teachers provide good support for learning at home. They find staff approachable and there is clear communication from school leaders.
The governing body is developing its role with support from the local authority.
With this help, governors carry out their statutory duties and check the effectiveness of the school's work. They hold leaders to account by asking about the impact of their actions. Teachers value the support they receive from leaders and each other to manage their workload and well-being.
The arrangements for safeguarding are effective.
Staff understand the procedure for reporting concerns. They receive regular training that they put into action.
As a result, staff are vigilant about the safety of pupils, including those who leave the school to go to another one.
Pupils learn how to keep themselves safe, including when online. They know they have a trusted adult in school that they can talk to.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subject areas, leaders have not identified the precise subject knowledge they want pupils to know. As a result, pupils do not learn as well as they could. Leaders need to ensure that subject knowledge is appropriately identified so that pupils learn more effectively.
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