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This is a school that requires improvement Despite improvements over time, the quality of teaching remains variable and is not yet consistently good. Some weaknesses in teaching, learning and assessment are barriers to pupils making the best possible progress. Teachers do not consistently plan precise enough next steps to build swiftly on pupils' prior learning.
This slows some pupils' progress, particularly those with special educational needs and/or disabilities (SEND) and disadvantaged pupils who are not in the resource base. Teachers' expectations are not consistently high across the curriculum. At times, this leads to pupils producing lower quality work in differe...nt subjects.
Some teachers do not routinely ensure that pupils' misconceptions or errors are addressed speedily. Teaching does not ensure that the most able pupils are challenged most effectively. As a result, some do not reach the highest standards of which they are capable.
A few minor weaknesses exist in leaders' implementation of the pupil premium and most-able strategies. These sometimes limit the progress pupils make. The school's curriculum provides an appropriate range of subjects.
However, a lack of clarity for planned skills progression reduces its overall effectiveness. The school has the following strengths Leaders have been effective in improving both the quality of care and education for pupils. Since the previous inspection of the predecessor school, which was inadequate, leaders' high expectations and ambition are continuing to improve teaching and learning.
As a result, pupils' achievement is improving. Leaders, including governors and trustees, are not complacent. They have had discernible impact, such as eliminating inadequate teaching.
Staff model the school's values well and interact positively with pupils. Consequently, pupils feel valued and their behaviour around the school and in lessons is good. Those responsible for the SEND resource base ensure that the pupils benefit from well-considered and tailored provision.
This meets the full range of their needs. Morale is high. The overwhelming majority of pupils, staff and parents and carers are proud of the school and its achievements.
Information about this school
Ruskin Junior School is larger than the average-sized primary school. It is part of the Blue Kite multi-academy trust. The trust was formed in April 2016.
The school has a specialist SEND resource base for up to 10 pupils who have autism spectrum disorder and social communication and interaction difficulties. The proportion of pupils who are eligible for pupil premium funding is above the national average. The proportion of pupils with SEND is above the national average.
The proportion of pupils who speak English as an additional language is below the national average. The majority of pupils attending the school are of White British origin. The school runs a wide range of extra-curricular clubs and activities, including a daily breakfast club and holiday clubs.