|Name||Victoria Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 February 2018|
|Address||Cornwall Crescent, Wood Lane, Rothwell, Leeds, West Yorkshire, LS26 0RA|
|Religious Character||Does not apply|
|Number of Pupils||175 (52% boys 48% girls)|
|Number of Pupils per Teacher||20.3|
|Percentage Free School Meals||26.3%|
|Percentage English is Not First Language||1.1%|
|Pupils with SEN Support||20%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is a smaller than the average-sized junior school. Most pupils are White British. A small minority of pupils speak English as an additional language or are from minority ethnic backgrounds. A much higher-than-average proportion of pupils are disadvantaged. The proportion of pupils who have SEN and/or disabilities is average. The proportion of pupils who have an education, health and care plan is below average. Pupils arrive in the school in Year 3. The school was deemed to be a coasting school in 2015 and 2016. However, it was not in 2017. In 2017, the school met the government’s current floor standards, which are the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The headteacher has changed since the previous inspection and the current headteacher took up post in January 2016.
Summary of key findings for parents and pupils
This is a good school The headteacher’s insightful knowledge of the strengths and areas for development in the school has brought about necessary changes to strengthen teaching and improve pupils’ attainment and progress. As a result, the school is improving rapidly. The headteacher has high expectations for all. She knows the staff, pupils and local community well. Pupils, staff and parents and carers share her high expectations and are ambitious for the school to improve even further. Senior and middle leaders monitor the quality of teaching and pupils’ attainment and progress rigorously. As a result, teaching is strengthening, and pupils’ outcomes are continuing to improve. Teaching is particularly effective in engaging pupils. Expectations of what pupils are capable of achieving are high. Planned activities meet the varying needs of pupils and challenge their thinking. Teachers’ strong subject knowledge and use of questioning provide pupils with a wide range of opportunities to develop and consolidate their knowledge, skills and understanding. Current pupils are achieving well, particularly in reading and writing. Attainment is rising across the school as pupils are making faster progress because of good teaching. Disadvantaged pupils’ progress and attainment are steadily improving across the school, and current pupils, particularly in upper key stage 2, are achieving well over time. Pupils’ personal development and welfare are excellent. Pupils care for each other. They actively engage and support each other in their learning. Pupils’ behaviour is outstanding. Their enthusiasm and levels of participation in their learning are making a strong contribution to their progress in lessons. Pupils feel safe at school. They enjoy coming to school and have an infectious pride of their school and their teachers. This is a truly inclusive school. In some instances, leaders are yet to evaluate the impact of their actions on improving pupils’ outcomes. Occasionally, planned activities do not contribute sufficiently to pupils’ age-related progression or move pupils on in their learning quickly enough. Opportunities are missed, at times, to develop pupils’ problem-solving and reasoning skills in mathematics.