Jackfield Infant School

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About Jackfield Infant School

Name Jackfield Infant School
Website http://www.jackfield.stoke.sch.uk
Ofsted Inspections
Executive Head Teacher Mrs Rachel Davies
Address Jackfield Street, Burslem, Stoke-on-Trent, ST6 1ET
Phone Number 01782234450
Phase Academy
Type Academy converter
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 223
Local Authority Stoke-on-Trent
Highlights from Latest Inspection

What is it like to attend this school?

Right from the start, leaders want the best for everyone at Jackfield Infant School.

To this end, they have planned an ambitious curriculum for all pupils. They also ensure that reading is taught well. In response, pupils are well behaved and interested in their lessons.

They follow the school's rules of 'be sensible, be polite, and be kind'. Incidents of bullying are rare. If it happens, leaders stop it straight away.

Pupils are confident that staff resolve any concerns or worries that they have.

A range of trips and visits broadens pupils' horizons. Pupils enjoy 'bug hunts' and making clay models at Central Forest Park.

Trips to places lik...e Ford Green Hall help to deepen their knowledge of the past. Visiting scientists support pupils to develop their scientific knowledge. Pupils also enjoy attending school clubs.

These include multi-sports, dance, mindfulness and construction club.

Pupils are happy at Jackfield Infant School. They enjoy attending and feel safe.

Parents, too, are positive about the quality of education that their children receive. However, some parents do not send their children to school as regularly as they should. This hinders their learning and some struggle to catch up.

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

Leaders have established an ambitious curriculum. It sets out high expectations and is designed to build on what pupils know and can do.

Leaders prioritise reading, including additional support for those who need to catch up.

Beginning in the early years, they ensure that staff know how to teach phonics and reading well. For example, daily 'reading squads' allow pupils to practise letter sounds when reading books that are carefully matched to their phonics knowledge. Pupils read regularly to adults in school.

They also vote for their favourite books to be read at story time. Pupils enjoy being read to. They have access to many books that promote their enjoyment of reading.

In class, teachers regularly recap on pupils' prior learning. This helps pupils to remember things they have learned before. Leaders ensure staff receive the training and support they need to deliver the curriculum well.

As a result, teachers know what to teach in different subjects and how to teach it. However, staff do not consistently make regular checks on pupils' learning during lessons. This means that, at times, they do not spot and correct pupils' mistakes or misconceptions quickly enough.

As a result, pupils do not make as much progress as they could.

Pupils with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged access the same curriculum as other pupils. They mostly receive the resources and help they need to focus on their learning and be successful.

Sometimes, however, some pupils who need additional help to develop their communication skills do not receive appropriate support at the right time. This means they do not learn as well as they might.

Leaders ensure that there are well-established and effective routines in the early years.

From the start, staff have high expectations and help children settle into school life. They make sure that learning builds on what children know and can do. This helps children to develop important early language and number skills.

Pupils enjoy a broad range of experiences, both within and beyond the school day. These include a seaside visit, a film night in school, and a surprise visit from Father Christmas. Science days develop pupils' interest in science and the work of scientists.

Local visits and visitors to school help pupils make links with people and organisations in the local community. These include Dementia Friends, the Rotary Club, and a local care home.

Pupils learn about the importance of remembrance of World War servicemen and women at Burslem Cenotaph.

By doing jobs such as being a breakfast club monitor, pupils learn to take on responsibilities. In addition, they learn about democracy through the school council. The school's rules and visits from the local police help pupils to understand the difference between right and wrong.

They learn about different faiths, cultures and celebrations. This helps them to recognise and respect differences and to appreciate many similarities. These experiences support pupils to be well prepared for life in modern Britain.

Leaders have identified appropriate priorities for further school improvement. These include supporting subject leaders to check on how well the curriculum supports all pupils to succeed. Staff say that they value support from leaders to manage their workload and well-being.


The arrangements for safeguarding are effective.

Leaders ensure staff attend regular training. This helps staff to understand how to keep pupils safe from harm, including neglect.

Staff record and report safeguarding concerns effectively.

Staff teach pupils how to keep themselves safe. For example, they learn about online safety, water safety and the importance of wearing car seat belts.

Pupils know how to raise concerns with trusted adults in school.

Leaders know the local community well. They work well with external agencies to secure the right help for pupils who need it.

They carry out the appropriate pre-employment checks on new staff before they start working at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, teachers do not check carefully enough on how well pupils are learning in lessons. This means that they do not consistently identify and address misconceptions in a timely manner.

Leaders should make sure all teaching staff are consistently attentive to pupils' misconceptions in learning. They should do this so they can respond swiftly to any misunderstandings and support all pupils to learn as well as possible. ? Some pupils who need additional help to develop their communication skills do not receive appropriate support quickly enough.

This means that these pupils do not learn as well as they might. Leaders should ensure that all pupils with additional communication needs get more consistent support so they can enjoy greater success in all areas of the curriculum. ? Some pupils do not attend school regularly or on time.

This means that they fall behind in their learning and struggle to catch up. Leaders should continue to monitor pupils' attendance closely, particularly persistent absence. They should work with parents to improve their children's attendance and punctuality.

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