Nothing is ordinary about Fulwell Junior School. Pupils are inspired on a daily basis by the education that they receive.
The corridors and classrooms buzz with excitement. Pupils are enthusiastic about what they learn. They talk joyfully about the books that they are reading.
The curriculum is well designed so that pupils make connections between the subjects they learn. A recent project on Leonardo da Vinci helped pupils to link their knowledge from science and art. A parent told us that the school provides 'a first-class education'.
Leaders want pupils to achieve excellence and become well-rounded citizens. They achieve this goal....
Values such as respect and resilience are central to life in school. Pupils have high expectations of themselves. They behave impeccably.
Everyone feels safe. Pupils from the school council are proud of their roles. They told us that it gives them 'a sense of duty'.
Pupils understand that difference is something to be valued. Pupils genuinely care for one another. Barely any pupils can remember anyone being bullied.
Everyone is confident that any bullying would be dealt with swiftly.
Pupils learn about careers throughout their time in school. Pupils were animated when talking about visits from pilots, florists, engineers and vets.
These visits help pupils understand how what they learn in school will help them in the world of work.
What does the school do well and what does it need to do better?
Leaders have a clear vision. They want pupils to appreciate important values and achieve well.
Leaders have found the right balance between academic success and developing well-rounded citizens. As a result, pupils leave in Year 6 more than ready for secondary school and life beyond.
Leaders have made sure that a well-planned and well-taught curriculum gives pupils the knowledge needed to succeed.
The curriculum is highly ambitious and has breadth and balance. Important subject content is taught in a logical order so that pupils build their knowledge over time. Teachers are experts in their craft.
They spot opportunities to connect knowledge from across the curriculum during lessons. Pupils link what they have learned in different subjects.
Assessment is used well in school.
Teachers check that pupils have the necessary knowledge before teaching new subject content. Leaders use assessment information intelligently. For example, in mathematics, leaders identified that pupils found problem-solving difficult.
The curriculum has been adapted so that pupils have more time to practise this element of mathematics.
Reading is taught exceptionally well. Pupils who need help with phonics when they arrive in Year 3 are identified quickly and get the support that they need.
Leaders keep a close eye on how well pupils achieve in reading throughout the school. If pupils fall behind at any stage, they are helped to catch up quickly.
The needs of pupils with special educational needs and/or disabilities (SEND) are accurately identified.
Teachers and teaching assistants provide excellent support for pupils with SEND. They are helped to become independent learners. Pupils with autism spectrum disorder are particularly well supported because staff have been well trained to meet pupils' needs.
Pupils behave with maturity and integrity. Their attitudes to learning are exceptional. This has not happened by accident.
Staff have high expectations of pupils. Teachers talk intelligently to pupils about behaviour. Pupils show genuine respect for one another.
The personal development offer is extensive. Leaders track which pupils engage in the opportunities available in school. Leaders make sure that the most disadvantaged pupils do not miss out.
There is a well-planned programme of personal, social and health education (PSHE). Pupils learn about different faiths and cultures. They value diversity.
They know that everyone is equal. The school's focus on educating pupils about careers is impressive. Employers are regularly in school.
Pupils were keen to tell inspectors about what they learn about careers. This superb work inspires pupils. They do not see any limits to what they can achieve.
Senior leaders lead by example. Staff who are new to subject leadership are developed well. Staff consistently told inspectors that leaders genuinely care about their workload and well-being.
Governance has strengthened considerably. The governing body has the skills necessary to hold leaders to account. Governors strike the right balance in supporting and challenging leaders.
The arrangements for safeguarding are effective.
Staff have regular and effective training in safeguarding. As a result, all staff have a clear understanding of the signs that might indicate that a pupil is at risk of harm.
The procedures to raise any concerns are well understood by staff. Pupils who need support are identified quickly and get the help that they need. Leaders work well with external agencies where pupils need additional support.
The PSHE curriculum teaches pupils about how to stay safe, both in the community and online. Pupils learn about healthy relationships in an age-appropriate way. They understand what a good or bad friendship might look like.