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Alexandra Junior School

Name Alexandra Junior School
Ofsted Inspection Rating Requires improvement
Inspection Date 31 January 2017
Address Meir Road, Normacot, Stoke-on-Trent, Staffordshire, ST3 7JG
Phone Number 01782235377
Type Academy
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 211 (50% boys 50% girls)
Number of Pupils per Teacher 18.3
Academy Sponsor The New Guild Trust
Percentage Free School Meals 19.9%
Percentage English is Not First Language 74.4%

Information about this school

The school meets requirements on the publication of specified information on its website. Since the last inspection, the school has formed a federation, led by an executive headteacher, with Alexandra Infants School. A head of school is also in post. The governing body has been reconstituted and has responsibility for both schools. The school has developed links with ESPRIT, a network of local schools. The school did not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 6, in 2015. This school is smaller than the average-sized school. Approximately two in five pupils are known to be eligible for support through pupil premium funding, which is higher than the national average. The proportion of pupils who have special educational needs and/or disabilities is much higher than the national average. Over three quarters of pupils are from minority ethnic groups, which is much higher than the national average. Two thirds of pupils speak English as an additional language. The largest ethnic groups are of Pakistani and White British heritage. A very small number of pupils access all their education with Merit Pupil Referral Unit, an alternative provider. There is below-average stability as pupils move in and out of the school.

Summary of key findings for parents and pupils

This is a school that requires improvement In 2016, the proportion of pupils who achieved the expected standard by the end of key stage 2 in reading, writing and mathematics was low. In the past, there have been differences in the rates of progress of disadvantaged pupils and other pupils nationally. The progress of pupils who have special educational needs and/or disabilities has been lower than that of other pupils at the school. Although the outcomes of the most able pupils are now better than in the past, they remain lower than for pupils with similar starting points nationally. In lessons, some pupils are not encouraged to move on quickly when ready, and for others tasks are pitched at the wrong level. Teachers do not place sufficient emphasis on developing pupils’ resilience and concentration. As a result, there is an over-reliance on adults for help and some off-task behaviour. Middle leaders are new in post and still developing the skills to fulfil their areas of responsibility. Pupils’ attendance is below average. The school has the following strengths Leaders and governors have acted decisively and quickly to address declining standards. Their effective actions are improving teaching and helping to increase pupils’ progress and attainment. Recent improvements in the quality of teaching and effective interventions have rapidly improved the progress that current pupils make across the curriculum. Pupils enjoy being at school and benefit from the caring and welcoming environment. Teachers make sure that pupils know how to improve their work and give them the opportunity to do so. Additional support is provided for pupils when required. As a result, differences in rates of progress for groups of pupils are diminishing. Pupils’ behaviour is good. They are polite to each other and adults.