Elmhurst Junior School

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About Elmhurst Junior School

Name Elmhurst Junior School
Website http://www.elmhurstjuniorschool.org.uk
Ofsted Inspections
Headteacher Miss Fiona Airey
Address Elmhurst Lane, Street, BA16 0HH
Phone Number 01458442979
Phase Primary
Type Community school
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 282
Local Authority Somerset
Highlights from Latest Inspection

What is it like to attend this school?

The Elmhurst values of respect, trust, kindness and forgiveness are an important part of school life. Pupils develop strong, respectful relationships with adults.

They are kind to each other and learn to forgive mistakes. The school has high expectations of pupils and provides a good quality of education. Pupils are ambitious for their futures.

Most pupils display positive attitudes to their learning. They enjoy the range of subjects they follow. Pupils understand the expectations that the school has of their behaviour.

They like the different ways the school rewards them for getting it right. A small number of pupils find managing their behaviour more diffic...ult. Staff support these pupils well.

They ensure that the learning of others is not disrupted.

Pupils benefit from a range of trips, often linked to their learning of the curriculum. For example, pupils visit historical sites or a local farm.

Pupils in Year 6 develop independence through their experience of a residential. Pupils proudly take on the role of being on the school council. They raise money for charity by organising events, such as cake sales.

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

Pupils follow a broad and well-sequenced curriculum. Subject leaders have identified the important knowledge that pupils need to learn. In most subjects, teaching then breaks this down for pupils into small, manageable steps.

Pupils make connections between new learning and what they already know. This means they build their knowledge successfully over time. For example, year 6 scientists show a deep understanding of how the circulatory system works.

Subject leaders are knowledgeable. They continually refine and improve the curriculum. They share their expertise with other staff.

In most subjects, they check carefully what pupils remember. However, in some subjects, this is not precise enough to identify gaps in pupils' learning or misconceptions.

In subjects where published outcomes are not strong, such as mathematics, leaders have a confident understanding of the reasons why.

In response, the mathematics curriculum has been strengthened. Therefore, current pupils develop their arithmetic skills well and are fluent mathematicians.

Through the English curriculum, pupils read a range of text types and genres.

Many pupils say they read for pleasure in school and at home. The local festival of literature proved popular with pupils. They spoke enthusiastically about meeting an author and hearing excerpts from her book.

The library is well resourced and pupils visit it often. Pupils also earn the privilege of reading in the library's tepee.

Pupils with special educational needs and/or disabilities (SEND) are well supported.

Staff use information about pupils with SEND to adapt their teaching appropriately.The school identifies pupils who need additional support with reading. These pupils follow a phonics programme suitable for their age.

However, the teaching and guidance provided for pupils is not precise enough to ensure their reading skills improve quickly.

Pupils follow a well-planned 'curriculum for life' programme. This covers age-appropriate learning on healthy lifestyles.

Pupils are taught how to make good choices. For example, they learn about vaping and the dangers of smoking. Pupils understand how to keep safe when online and in the community.

They learn about different cultures from around the world.

A significant number of the local governing body are new to role. They are led by an experienced chair, who understands the school's priorities.

Together they challenge leaders effectively.

Staff are proud to work at Elmhurst school and feel well supported in their roles through the school's professional development programme. They feel empowered by the responsibility of leading a subject, for example.

Leaders are mindful of staff well-being and help them to manage their workload effectively. The culture at the school is one of transparency, where staff work together as a team.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils at the early stages of learning to read do not receive precise support to help them to improve. As a result, they continue to find reading difficult and do not catch up quickly with their peers. The school must ensure that there is high-quality teaching of phonics, so that pupils learn to read well.

• In some subjects, there is not a clear approach to checking what pupils know and remember. As a result, teachers do not identify gaps in pupils' knowledge or address misconceptions consistently. Leaders should ensure that the use of assessment is effective in all subjects, so that pupils develop detailed knowledge and skills.

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