Town Junior School

Highlights from Latest Inspection

What is it like to attend this school?

School leaders, governors and staff are ambitious for all pupils.

They have high expectations of what pupils can achieve. Pupils rise to these expectations. The reading, writing and mathematics curriculum is well developed.

As a result, pupils are achieving well in these subjects.

Pupils enjoy the exciting trips, visitors and activities that teachers plan for them. They are linked to the curriculum.

This helps to bring pupils' learning to life. As a result, pupils are enthusiastic about their lessons and their learning.

Pupils are happy and enjoy school.

They are polite, courteous and respectful to each other and staff. Pupils trust... the adults they work with. They say they are well cared for and feel safe.

Pupils behave well, know the school rules and follow them. They understand what bullying is and say that when it happens staff deal with it quickly.

Pupils understand how to keep themselves healthy.

They learn to do this through assemblies and healthy eating workshops. Pupils enjoy a wide range of sporting clubs. They get the chance to study different cultures.

Pupils are encouraged to become thoughtful and responsible citizens.

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

Leaders and governors have a good understanding of what the school needs to do to improve. They have high expectations.

Leaders have ensured that all aspects of the school have improved since the last inspection.

Leaders have put together an ambitious curriculum that prepares pupils well for life. Staff are skilled in teaching reading, writing and mathematics.

They possess good subject knowledge in these areas due to effective training. The leaders of these subjects have thought carefully about the plans that set out what they want pupils to learn. Teachers help pupils to remember and understand basic skills by ensuring that they put them to use in other subjects.

Pupils understand and remember what they have learned in history and art from previous years. This is because they practise the skills they have learned in other subjects. For example, when studying Vincent van Gogh, Year 6 pupils use their knowledge of chronology and place his art work on a timeline.

They also use this activity to explore how his style of art had changed over time.

Pupils learn the full range of the national curriculum subjects. Yet, in some subjects the plans leaders have produced do not ensure that all pupils are being taught the full range of knowledge and skills.

Leaders are currently reviewing the geography, music and modern foreign languages curriculum to put this right.

In most curriculum areas, teachers have good subject knowledge. They plan lessons that build on what pupils already know.

However, in music, geography and modern foreign languages, teachers' subject knowledge needs to be improved.

The school has prioritised reading. Pupils enjoy reading.

They say that lots of adults hear them read in school. They are encouraged to read at home. Staff work closely with pupils who struggle with their reading.

Staff check the sounds pupils do not know and support them to learn these quickly. This helps pupils to catch up.

Most subjects are well led.

Curriculum leaders have a good understanding of the knowledge and skills that need to be taught. They check to make sure that pupils are learning these in the correct order. However, some curriculum leaders are new to post and are still learning how to do this.

Stronger leaders are beginning to support these new leaders to help them improve their subject areas. They need to ensure that pupils are learning the full content of the national curriculum in the correct order.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND).

Pupils with SEND are fully involved in lessons. Teaching assistants provide them with extra help when required. This means that they are able to join in with the learning with the rest of the pupils.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is a strength of the school. Leaders carry out the necessary checks to ensure that all staff are suitable to work with children.

Staff and governors have a good understanding of current safeguarding guidance and procedures. This is because they have received appropriate training. Staff know the pupils very well and take prompt action when they have concerns.

Safeguarding records are well organised and detailed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

In most subjects, the curriculum is well sequenced and planned. However, this is not the case in all subjects.

In music, modern foreign languages and geography pupils do not develop their knowledge and skills as well as they could. Leaders have started to revise the curriculum in these subjects. Leaders need to ensure that pupils' knowledge and skills are developed well over time in these subjects.

. Senior leaders have ensured that most subjects are well led. However, this is not the same across all subjects.

Some curriculum leaders do not check that pupils are learning the intended knowledge and skills. This means that some parts of the curriculum are being left out. As a result, pupils are not learning the full content of the planned curriculum.

Leaders need to support and develop all curriculum leaders so that they make regular checks on pupils' learning and what is being taught. . Teachers' subject knowledge in most curriculum areas is strong.

However, some teachers are less confident, especially in music, modern foreign languages and geography. This means that pupils are not always taught the full breadth of the curriculum. Leaders need to ensure that teachers receive further training and support to develop their subject knowledge in these areas.