Upton Junior School

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About Upton Junior School

Name Upton Junior School
Website http://www.uptonjun.dorset.sch.uk/
Ofsted Inspections
Headteacher Mr Tony Collins
Address St Martin’s Road, Upton, Poole, BH16 5NQ
Phone Number 01202622649
Phase Academy
Type Academy converter
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 346
Local Authority Dorset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this welcoming school. They benefit from the strong pastoral support system. The school values of 'aspiration, resilience and curiosity' help pupils to be supportive and caring of each other.

Most parents support this view. One parent commented, 'the school is friendly, welcoming and approachable, with pupils' well-being at the forefront'.

Leaders have high expectations of what pupils can achieve.

They have designed a curriculum that engages and interests pupils. Pupils have positive attitudes to their learning. They talk enthusiastically about the range of subjects available to them.

Pupils understand that it is alright to mak...e mistakes and take risks with their learning.

Pupils are polite and confident. They behave well in lessons and around the school site.

Low-level disruption is rare. When it does happen, staff act quickly so learning is not interrupted. Pupils understand what bullying is.

They say it can happen, but adults deal with it when it does.

Leaders give careful consideration to supporting pupils' wider development. They treat pupils as individuals.

Staff provide pupils with opportunities to develop their understanding of different cultures and religions. Pupils enjoy the range of enrichment activities they can take part in, including sports clubs and learning to play a musical instrument.

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

Leaders are ambitious for all pupils.

They place the needs of learners at the heart of what they do. A culture of teamwork exists. Staff, including those new to the profession, feel supported and respected.

They appreciate the vision and direction the headteacher provides. Staff are proud to work at the school.

Leaders place a sharp focus on reading.

Most pupils enjoy reading. They understand why it is important to be able to read. One pupil stated that 'reading enables us to access our curriculum'.

They enjoy the rewards and incentives for regular reading. Pupils have access to a range of high-quality texts. Leaders have ensured a consistent phonics programme is in place to support those pupils who struggle to read.

Staff receive effective guidance and training. As a result, pupils who need to catch up quickly.

Leaders have carefully sequenced the mathematics curriculum to build pupils' knowledge over time.

Pupils enjoy mathematics. Staff use a range of strategies to help pupils understand new mathematical concepts. They adapt the learning for pupils with special educational needs and/or disabilities (SEND) effectively.

However, pupils do not apply new knowledge to problem-solving sufficiently to strengthen their mathematical understanding.In some subjects across the wider curriculum, leaders have worked systematically on what knowledge is taught and when. In history, pupils use what they already know when they learn something new.

For example, pupils use their knowledge of the Victorian era when studying the industrial revolution. However, in some subjects, the content that teachers want pupils to know and remember is not clear enough. As a result, some pupils develop gaps in their wider curriculum knowledge.

Leaders ensure that pupils with SEND are fully involved in school life. Staff understand and know pupils' needs well. Strong links with external agencies ensure that planning and provision for these pupils are effective.

As a result, pupils with SEND progress well through the curriculum.

Pupils and staff develop positive relationships. During social times, pupils interact and play well together.

Lessons typically flow without interruption. Effective plans are in place to support those pupils who struggle to manage their behaviour.

Pupils appreciate the range of experiences beyond the curriculum.

Leaders ensure pupils have opportunities to take responsibility, such as being members of the school council and house captains. Pupils understand the importance of respecting differences, including cultural and religious beliefs. They understand the importance of healthy relationships, including how to stay mentally healthy.

Governors and trust leads share the same ambitions as school leaders. They are clear on the school's effectiveness and priorities. Staff appreciate the training and support the trust provides.

Leaders at all levels support staff workload and well-being.


The arrangements for safeguarding are effective.

Leaders, including governors, take safeguarding seriously.

They ensure a strong culture of safeguarding is in place. Staff receive frequent and up-to-date training. Systems for reporting and recording concerns are effective.

Staff know leaders take their concerns seriously. Leaders ensure that all employment checks on staff are thorough.

Pupils feel safe.

They know how to keep themselves safe in a range of situations, including online and road safety. Pupils know who they can go to if they have a concern or worry. Leaders have ensured that the taught curriculum supports pupils' understanding of risk.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In mathematics, pupils are not provided with enough opportunities to problem solve and reason. As a result, not all pupils are deepening their knowledge and understanding of important mathematical concepts. Leaders need to ensure that the mathematics curriculum provides frequent opportunities for all pupils to apply their mathematical knowledge.

• In some subjects in the wider curriculum, the specific knowledge that teachers want pupils to know is not precise enough. As a result, some pupils have gaps in their subject-specific knowledge. Leaders need to ensure that the important content pupils need to learn is explicitly identified and sequenced so that all pupils build their knowledge well.

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