Alfred Street Junior School, Rushden


Name Alfred Street Junior School, Rushden
Website http://www.alfredstreetjunior.org
Ofsted Inspection Rating Requires improvement
Inspection Date 27 June 2017
Address Alfred Street, Rushden, Northamptonshire, NN10 9YS
Phone Number 01933353762
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 180 (50% boys 50% girls)
Number of Pupils per Teacher 18.3
Percentage Free School Meals 15%
Percentage English is Not First Language 12.8%

Information about this school

The school meets requirements on the publication of specified information on its website. Alfred Street Junior School is smaller than most primary schools. The proportion of pupils from minority ethnic backgrounds is lower than the national average. The percentage of pupils eligible for the pupil premium is higher than the national average. The overall percentage of pupils who have special educational needs and/or disabilities is around 10%. This is slightly lower than the national average. In 2016, the school met the government’s floor standards, which set out the minimum expectations of pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The school meets the Department for Education’s definition of a coasting school based on key stage 2 academic performance results for 2015 and 2016.

Summary of key findings for parents and pupils

This is a school that requires improvement Although leaders have taken steps to improve the school, they have not acted quickly enough to fully address the weaknesses identified at the last inspection. The quality of teaching, learning and assessment is too variable to secure consistently good outcomes for all pupils. While teachers have received training to help them improve, guidance has not always been precise enough or frequent enough to secure good teaching. Teachers do not consistently have high enough expectations of what pupils can achieve. As a result, not all pupils reach their full potential, especially those who are most able. Teachers do not assess pupils’ work with enough accuracy. This means that they do not always plan lessons at the right level of challenge to enable all pupils to make the progress of which they are capable. Not all teachers in charge of subjects other than English and mathematics are making a contribution to drive school improvements forward quickly enough. Pupils have limited opportunities to develop writing and mathematics skills in other subjects. The school has the following strengths Recent improvements to teaching, learning and assessment indicate that the school has the capacity to improve. Governance is much improved. There is clear evidence to show that governors hold leaders to account for underperformance. They provide support and challenge. They know the school well. Changes to the way leadership responsibilities have been shared out have enabled senior leaders to make effective contributions to school improvement. Safeguarding arrangements are robust so that pupils are kept safe. Pupils are happy in school and feel well cared for. The curriculum is enhanced by interesting trips and activities and promotes pupils’ spiritual, moral, social and cultural development well.