Jennett’s Park CofE Primary School

Jennett’s Park CofE Primary School


Name Jennett’s Park CofE Primary School
Website https://www.jennetts.bonitas.org.uk/
Inspections
Ofsted Inspections
Address 3 Tawny Owl Square, Bracknell, RG12 8EB
Phone Number 01344301269
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 419 (50.4% boys 49.6% girls)
Number of Pupils per Teacher 22.6
Academy Sponsor Bonitas Multi-Academy Trust Limited
Local Authority Bracknell Forest
Percentage Free School Meals 9.7%
Percentage English is Not First Language 13.4%
Persistent Absence 5.2%
Pupils with SEN Support 11.9%
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to Jennett's Park School. They are proud of their school and say that pupils are 'kind to one another; they always laugh and have fun'.

The school's distinctive 'rainbow values' help pupils to respect each other and develop strong friendships. This is an inclusive school in which everyone is treated equally. Pupils said that 'none of us look identical, and that does not mean we have to treat people differently'.

The school's high expectations are reflected in pupils' positive attitudes to learning and their desire to challenge themselves as an 'owl learner'. They enjoy the regular 'candle time'. A pupil said these sessions give them opportunities t...o 'love each other' and talk about friendships and the choices they have made.

Pupils feel happy, safe and valued. They behave well. Bullying is dealt with quickly on the rare occasions it does occur.

Pupils said that they know 'how to fix things themselves' if they have problems, but that there is always an adult there to help them if needed. Pupils are confident that adults will quickly help them deal with any problems they have.

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

The school's leaders have developed an ambitious and engaging curriculum.

This is fully in place for many subjects. In reading, literacy and mathematics, the carefully designed curriculum and effective assessment build on what pupils already know. This prepares pupils well for what they will learn next.

As a result, they achieve well. In some other subjects, clear plans have been developed but are not yet fully in place. Leaders are aware of this and are working with staff to make sure that this happens quickly.

The teaching of phonics is effective. Leaders recognise the importance of ensuring that pupils learn to read. There is a consistent approach across the early years and key stage 1.

Pupils who fall behind are given prompt help. As a result, pupils become confident and enthusiastic readers. The school aims to inspire a love of reading.

For example, teachers have created vibrant and engaging displays of books in corridors and classrooms to help pupils find books they will enjoy.

The school makes sure that pupils with special educational needs and/or disabilities (SEND) are given expert help from the very start. Pupils have carefully designed plans to support their learning and behaviour.

The school's curriculum is designed to ensure that these pupils make progress. However, in those subjects where curriculum plans are not yet fully developed, pupils do not always get the exact support they need. As a result, pupils with SEND do not always develop their knowledge and skills as well as they could across all subjects.

The promotion of pupils' personal development is a strength of the school. It is carefully woven through all activities. Pupils have opportunities to debate and explore a range of issues, including stereotypes and mental health.

The school's curriculum, supported by its ethos, prepares pupils well for life in modern Britain. Pupils enjoy the wide range of clubs and trips. They are encouraged to attend clubs that support their learning.'

Pupil leaders' run clubs and support younger pupils on the playground during lunchtimes.

The school leaders believe that 'if you get behaviour right, the learning will be right'. They make sure there is a consistent approach to managing behaviour and modelling positive attitudes across the school.

As a result, the school is calm, and pupils are well behaved in lessons and at social times. There is little disruption in classrooms and playtimes are lively and cooperative. Pupils' attendance is higher than the national average from the early years onwards.

On the rare occasions pupils do have difficulties with attendance or behaviour, support is quickly put in place and high expectations are reinforced.

The school's 'rainbow values' are understood by the pupils and staff across the school. These values have helped to create a positive, inclusive environment in which pupils flourish and achieve.

Leaders develop the skills of staff and look after their well-being. The school has built strong relationships with parents and carers, and with the community. Parents shared their positive views of the school with inspectors, describing it as a 'community' and 'a family'.

Trustees and governors know the school well and have a clear understanding of their responsibilities. They work closely together to support and challenge the school. Governors are clear about specific responsibilities with regard to monitoring safeguarding, where they have a sharp attention to detail.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong and vigilant culture of safeguarding. Regular training ensures that all staff are able to quickly identify any small changes in pupils' behaviour.

The school has clear and effective processes in place when support is required. Where necessary, leaders work closely with external agencies. Governors carry out regular checks to ensure processes are up to date.

Pupils know how to keep themselves safe. The headteacher worked with the school council to produce a guide for pupils on how to stay safe in school, online and in the community. This has been shared across the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum is not yet sufficiently well planned and sequenced in art, geography, history and science to ensure that pupils' knowledge and skills develop as well as they could. However, it is clear that leaders have already taken action to begin to refine curriculum plans and train staff in how to deliver them. For this reason, the transitional arrangements have been applied.

Leaders should take the remaining steps planned so that these subjects are as coherently planned and sequenced towards cumulatively sufficient knowledge as in the best of the other subjects. ? The school's curriculum does not meet the needs of pupils with SEND in some subjects as well as it could. As a result, these pupils do not develop their knowledge and skills consistently well across all subjects.

However, it is clear that leaders have already taken action to ensure this is in place by the end of the school year. For this reason, the transitional arrangements have been applied. Leaders should see through this work to ensure pupils with SEND benefit from an ambitious curriculum across all subjects that enables them to develop their knowledge, skills, fluency and independence.