Jump Primary School

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About Jump Primary School

Name Jump Primary School
Ofsted Inspections
Headteacher Mrs G Clark
Address Roebuck Hill, Jump, Barnsley, S74 0JW
Phone Number 01226743041
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 232
Local Authority Barnsley
Highlights from Latest Inspection

What is it like to attend this school?

Jump Primary School is a happy, calm and welcoming school with a very caring ethos.

The core values of respect, responsibility and resilience underpin the school's drive to prepare pupils for their future.

The school has high expectations of pupils' behaviour and wants pupils to achieve well. Pupils live up to these expectations.

They learn through a curriculum made up of a wide range of subjects, which are enriched by trips in the locality. On one school trip, for example, pupils visited a water treatment works to deepen their knowledge in aspects of geography and science.

Relationships between staff and pupils are strong.

Incidents of bull...ying happen infrequently. When they do occur, the school takes swift and effective action. Pupils feel safe and confident in talking to adults if they are worried about anything.

A small number of pupils do not attend school as often as they need to. These pupils do not fully benefit from the curriculum.

Staff really care about pupils' well-being and provide individualised support to enable them to thrive.

Pupils have access to effective pastoral care. Staff teach pupils to manage their emotions. Pupils receive regular praise and encouragement, which contributes to them developing as confident and articulate individuals as they progress through school.

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

The school has designed a curriculum that sets out what pupils will learn from Nursery through to Year 6. Teachers plan learning activities that build on what pupils have learned before. Pupils have regular opportunities to revisit the knowledge that they have learned previously.

This increases pupils' knowledge and skills. Teachers make checks on what pupils understand and remember. In turn, they use this to plan appropriate learning activities.

However, this is not happening consistently well in all subjects. On occasion, some pupils' gaps in knowledge are not identified, and this can limit how well these are addressed.

Reading is a high priority, which underpins the school's curriculum.

Pupils' high outcomes for phonics at the end of Year 1 reflect this. Pupils read books that are matched to the sounds they know, which enables them to practise becoming accurate and fluent readers quickly. Staff are well trained in the school phonics programme.

Pupils who fall behind are quickly identified. Prompt interventions help pupils catch up. From the headteacher's office to the numerous library areas, the school environment promotes a love of reading.

Pupils enjoy talking about the books they have read. One pupil, reflecting the views of others, stated, 'Reading is like taking your mind on a holiday.'

There is high ambition for pupils with special educational needs and/or disabilities (SEND).

The school swiftly identifies pupils' needs, and staff make any necessary adaptations. Pupils who need extra help receive it through a range of methods, including pre-teaching and additional support and resources. Pupils with SEND achieve highly from their starting points.

Children thrive in the early years. Teachers manage the learning environment extremely well. There is a real buzz of excitement as children learn.

Children were fascinated looking at, and describing, a range of flowers. Highly skilled staff constantly interact with children, modelling and encouraging them to use new and adventurous vocabulary. Children love having stories read to them.

Adults spend time with parents and carers to show them how they can help with children's learning.

Pupils who need extra guidance to manage their emotions get all the help they need. The school works closely with families to support pupils who do not attend regularly.

However, there are still some disadvantaged pupils who are frequently absent. These pupils miss out on valuable learning experiences.

The school provides good opportunities for pupils' personal development.

Pupils are very proud of their roles in school, which include reading buddies, librarians and well-being ambassadors. Pupils have a good understanding of fundamental British values and relate them to activities in school. The school offers a range of clubs, some of which take place during the school day to enable more pupils to participate.

The school is well led and governed. Leaders are ambitious for all pupils, irrespective of their starting points. Those responsible for governance know the school well and visit the school regularly.

They provide the right balance of support and challenge to senior staff. Staff appreciate the support that they receive from leaders to manage their workload and to look after their well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not consistently use assessment of component knowledge to inform teaching. This limits the precision by which teaching can be adapted to address gaps in knowledge. The school should ensure that assessment consistently identifies component knowledge that pupils have learned and that this is used to inform teaching.

• Not all disadvantaged pupils attend regularly. As a result, they miss out on essential learning. The school must continue to review its strategies for improving the attendance of these pupils to ensure they have high attendance and benefit from the school's curriculum.

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