|Name||Consett Junior School|
|Ofsted Inspection Rating||Good|
|Address||Beechdale Road, Consett, DH8 6AY|
|Religious Character||Does Not Apply|
|Number of Pupils||212 (54.2% boys 45.8% girls)|
|Number of Pupils per Teacher||21.0|
|Local Authority||County Durham|
|Percentage Free School Meals||29.7%|
|Percentage English is Not First Language||2.4%|
|Pupils with SEN Support||17.3%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (05 December 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Consett Junior is smaller than the average-sized primary school. The vast majority of pupils are of White British heritage. Very few speak English as an additional language. The proportion of disadvantaged pupils is average. The proportion of pupils who have SEN and/or disabilities is below the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is also below the national average. The school did not meet the government’s floor standards in 2016. These are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school does not meet requirements on the publication of information about the curriculum in each year group on its website. The school appointed an acting headteacher in October 2016. The acting headteacher was appointed as the permanent headteacher in May 2017. A new deputy headteacher is due to be appointed in December 2017.
Summary of key findings for parents and pupils
This is a good school The new headteacher wasted no time in tackling the improvements needed when he took over the school last year. He has worked successfully with staff to stem the decline in standards seen in 2016. Standards improved throughout the school in 2017. Current pupils make good progress from their starting points in a range of subjects. The standard of pupils’ writing, in particular, has improved since the previous inspection. Leaders do not yet measure, report and analyse the outcomes for disadvantaged pupils clearly and precisely enough to help them demonstrate the improving progress made. Teachers have benefited from training opportunities that have improved the quality of teaching. They have good subject knowledge across the curriculum. They use this creatively to engage and inspire pupils’ learning. Teachers track pupils’ progress regularly and assessments are now more accurate than they were. Teaching assistants make a strong contribution to pupils’ learning in lessons. They also provide targeted sessions to help pupils catch up if they fall behind. Pupils enjoy school and are proud of it. They produce neat work in their books. Pupils are polite and respectful to each other and to adults in school. Leaders have created a well-organised school with a positive atmosphere for learning. Staff receive regular safeguarding training and refer any of their concerns promptly so that swift action is taken to safeguard pupils. The governing body understands the school’s strengths and where improvements are needed. They are ambitious for the school and frequently ask pertinent questions that challenge leaders. The curriculum provides broad opportunities for pupils to explore and develop subject-specific skills. Subject leaders make a positive contribution to improving pupils’ progress. Pupils who have special educational needs (SEN) and/or disabilities receive effective support and make good progress. Parents of this group of pupils are extremely pleased with the progress made by their children. Teachers do not use assessment information well enough to set work that challenges all pupils. This applies particularly to the most able and middle-ability pupils, including those who are disadvantaged. Teachers do not provide enough time for pupils to move on to work that develops their understanding in greater depth. This restricts the standards pupils can achieve.