South Stanley Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils experience a warm sense of belonging at South Stanley Junior School. They are happy and proud of their school.

The school provides pupils with very clear routines and high expectations. Leaders make sure that these routines are followed every day. As a result, the school is orderly and calm.

There is very little disruption to lessons. Staff know the pupils and their families well. Pupils enjoy positive relationships with staff.

Bullying rarely happens at the school. When it does, the school responds quickly to pupils' concerns. Pupils are safe.

They trust the adults in school. They value the different ways their voice is heard. For example, pu...pils can use the 'worry box' in school to write down their concerns and a member of staff will talk to them about it.

Leaders have high aspirations for all pupils, including pupils with special educational needs and/or disabilities (SEND). They want all pupils to 'reach for the stars'. Pupils have benefited from a range of visitors to the school who have talked to them about different careers, including a bio-medical scientist, a social worker and a chef.

Pupils contribute well to their school community. They take on important roles such as school councillors, house captains and reading mentors to younger pupils.

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

The school prepares pupils well for the academic demands expected of them when moving on to the key stage 3 curriculum.

This is reflected in the results of the 2023 national tests in reading, writing and mathematics. The proportion of pupils meeting the expected standard and higher standard in all three subjects is above local and national averages.

The curriculum is ambitious and well sequenced.

For example, in science, pupils learn about human biology. In Year 3, pupils learn about human skeletons and muscles. In Year 4, this develops as pupils learn about the digestive system and, in Year 6, pupils learn about the impact of diet and exercise on the way the body functions.

Teachers use the school's detailed support plans to make appropriate adaptations for pupils with SEND.

Teachers use modelling consistently well in lessons. In subjects such as mathematics and reading, the 'I do, we do, you do' approach helps pupils to understand how they should apply their knowledge.

Appropriate strategies are used to help pupils to remember the curriculum over time, such as the 'Daily 5' in mathematics and knowledge organisers that help pupils to 'look back and look forward'. There is, however, some inconsistency in the impact of these strategies. As a result, some pupils, including some pupils with SEND, have difficulty remembering some aspects of the curriculum that they have been taught before.

Pupils enjoy reading. The curriculum for reading is planned so that pupils develop their reading skills deeply over time. Pupils benefit from reading a wide variety of genres and stories.

Pupils enjoy their weekly reading assembly, which brings the school community together. Pupils at the earliest stages of reading are supported well. The school has implemented an appropriate phonics programme.

It is taught consistently well.

Assessment is planned carefully. The school uses this information to identify the gaps pupils have in their knowledge.

Teachers adapt the curriculum to help fill the gaps in pupils' knowledge. In lessons, the effectiveness of curriculum questioning varies. Teachers do not consistently check precisely enough what pupils know and remember.

Pupils are not always encouraged to extend their ideas or deepen their thinking.

During lessons, pupils behave very well. Pupils tend to work hard and follow instructions.

Pupils are motivated by the house system, to earn achievement points so that they can win rewards. Leaders track attendance closely. They work persistently to help those pupils who do not attend school regularly enough.

This work is having a positive impact.

The school's curriculum for personal, social and health education (PSHE) is supporting pupils' personal development well. The curriculum is adapted effectively so that pupils are taught about local risks.

For example, pupils have recently learnt about water safety and the dangers of vaping.

The school is committed to providing pupils with experiences to broaden their cultural awareness and understanding of the wider world. Pupils have benefited from visits to Durham University and an outward bound residential.

The school offers pupils extra-curricular clubs in yoga, cooking and sport. Despite this offer, there is more for the school to do to support some pupils' independence and resilience.

Governors and trustees are highly skilled and committed.

They understand their responsibilities. Staff are overwhelmingly positive about the ways that leaders support them. They speak positively about the well-being team and strategies to reduce marking.

Staff are very proud to work at the school. They value the professional opportunities they are given by the school and the trust.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some of the strategies used by the school to support pupils to remember the curriculum over time are implemented inconsistently. This means that some pupils do not remember aspects of the curriculum they have been taught before as well as they should. The school should ensure that the strategies it uses to help pupils remember the curriculum over time are embedded consistently across the curriculum.

• The use of questioning in lessons is inconsistent. Teachers do not consistently check with enough rigour what pupils know and remember, or encourage pupils to think and discuss as deeply as they could. The school should ensure that the use of questioning is used consistently to check for gaps in pupils' knowledge and provide pupils with further opportunities to deepen their knowledge and skills.

• There is some variation in the effectiveness of the school's work to develop pupils' character, confidence and independence. Some pupils would benefit from additional support to develop their skills to be independent and confident in both academic and social situations. The school should further develop the ways it supports all pupils' character development, confidence and independence so that these positively influence pupils' academic and social development.

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