Falcon Junior School

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About Falcon Junior School

Name Falcon Junior School
Ofsted Inspections
Headteacher Mr Edward Savage
Address Falcon Road West, Sprowston, Norwich, NR7 8NT
Phone Number 01603441417
Phase Primary
Type Community school
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 432
Local Authority Norfolk
Highlights from Latest Inspection

What is it like to attend this school?

This is a warm, friendly school where everyone is welcome. When new pupils arrive, they quickly become members of the Falcon Family.

Pupils feel happy and safe in the school's smart new classrooms or playing in its extensive grounds.

In lessons and when moving around the school buildings, pupils behave very well. They are respectful to each other and to staff. Pupils say they trust their teachers and know who to go to if they have a worry.

They agree that bullying occasionally happens, but are confident that the adults will sort it out if it does.

Staff expect pupils to work hard and aim high. Pupils respond well and are keen to earn rewards, such as... credits, stars and the highly-prized 'Falcon Flyer' award.

They take pride in their work and talk excitedly about their learning.

Pupils have lots of opportunities to develop their talents and interests. They enjoy trips, such as a recent Year 6 evacuee experience at the Time and Tide Museum in Great Yarmouth.

They can learn to play an instrument or take part in a local music festival. They appreciate being involved in decision-making through the school council and eco council.

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

Leaders are systematically improving the curriculum.

They noticed there was too much content in some subjects and have reduced this to help focus on the most important content. In those subjects that have been reviewed, teachers recap learning often. This, and careful sequencing of key learning, builds towards 'big questions' which pupils debate and discuss knowledgeably.

This approach is helping pupils to know more and remember more. For example, Year 5 pupils recalled learning to name the parts of a plant in Year 3 and carrying out an investigation into what plants need to survive in Year 4.

In a small number of subjects, leaders have not yet reviewed the curriculum.

Content and sequencing have not been clearly set out and teaching does not always match the plan. Leaders did not spot this, as they are not routinely checking what is happening in lessons. As a result, pupils may not make as much progress as they should.

Teachers are knowledgeable about the subjects they teach. They check what pupils know regularly, using a range of strategies to identify any who are not keeping up. They put extra support in place and change their plans if needed.

Reading is prioritised at Falcon. Those pupils in Year 3 who need extra support with phonics are quickly spotted. Skilled phonics teaching gives them the help they need to become fluent readers.

A new approach to teaching reading exposes pupils to classic books. Pupils say they might not otherwise have chosen to read these but enjoy them. Many pupils say they love reading.

They talk enthusiastically about their favourite authors and preferred genres.

There are robust systems for identifying pupils with special educational needs and/or disabilities (SEND). Staff adapt their teaching for these pupils so they can progress through the curriculum.

The special educational needs coordinator (SENCo) ensures that pupils with SEND get appropriate support.

Pupils' behaviour is calm and purposeful in the classroom. Low-level disruption to learning is rare.

In the school's large outdoor spaces, some pupils' behaviour can occasionally become too rough. Leaders plan to introduce more structured, purposeful activities at playtime. Staff training is also planned, so that pupils can enjoy high-quality play.

Pupils know about healthy relationships, healthy lifestyles and personal safety. They learn to be active citizens by fundraising for charities that matter to them, such as Breast Cancer UK and Diabetes UK. They understand diversity and say that 'difference doesn't matter'.

Pastoral care is strong and staff work hard to support pupils' well-being.

Leaders are conscious of staff workload. They take it into account when planning new initiatives.

Experienced and committed governors understand their responsibilities. They are very supportive of the leadership team and share its vision. Despite the challenges they have faced, leaders have maintained their focus on school improvement.

They are determined to realise their ambitious plans.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding at Falcon.

Staff are vigilant to any signs that a child may be at risk of harm and they know how to report a concern. Safeguarding leaders take appropriate action when concerns are raised. They liaise with external agencies if needed and ensure that vulnerable families get the support they need.

Pupils are very well versed in how to keep themselves safe online. They learn about personal safety through the relationships and sex education (RSE) and health education curriculum. They know that they should talk to an adult or use the worry box if they have any worries about themselves or their friends.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum leaders for some subjects have not identified the key content and skills to be taught. In these subjects, pupils' learning is not as secure because they have gaps in their learning and do not make links to their prior learning.Leaders should review their plans, introducing careful sequencing and clear progression, so that pupils learn more and remember more over time.

• There are not enough quality play opportunities for pupils at playtimes and behaviour in the playground is not as good as behaviour indoors. This means pupils sometimes lose focus and can become boisterous. Leaders should ensure that plans for the development of the outdoor areas and staff training are implemented speedily.

• Some curriculum leaders do not routinely check the quality of education in their subjects. This leads to inconsistencies in the delivery of curriculum plans and in pupils' progress through them. Leaders should establish a programme of monitoring to ensure robust curriculum implementation, leading to better outcomes for pupils.

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