|Name||Delves Junior School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||20 March 2018|
|Address||Bell Lane, Delves, Walsall, West Midlands, WS5 4PU|
|Religious Character||Does Not Apply|
|Number of Pupils||361 (50% boys 50% girls)|
|Number of Pupils per Teacher||28.4|
|Percentage Free School Meals||22.4%|
|Percentage English is Not First Language||52.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Delves Junior School is larger than the average-sized primary school. The school has three classes per year group from Year 3 to Year 6. The majority of pupils transfer to the school from Delves Infant School. The acting executive headteacher, who is also headteacher of Delves Infant School, has been in post since September 2017. The acting head of school, who is on secondment from a local junior school, has been in post since January 2018. Following a consultation period, the governing bodies of Delves Junior and Delves Infant Schools have recently voted to enter into a hard federation. This will create one governing body for both schools, formalising the links between the schools. The acting executive headteacher has been appointed to the substantive post with effect from April 2018. Around one third of pupils are of White British heritage. The majority of pupils are of Indian, Pakistani or Bangladeshi heritage. However, across the school, a wide range of minority ethnic backgrounds are represented. The proportion of pupils who speak English as an additional language is well above the national average, although very few pupils are at an early stage of learning English. The proportion of pupils supported by the pupil premium is above average. The proportion of pupils who have SEN and/or disabilities, including those who have an education, health and care plan, is broadly average. The school met the government’s current floor standards in 2017, which set the minimum expectations for pupils’ achievement and progress.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the last inspection, the standard of education provided by the school has fallen. A period of unsettled senior leadership resulted in a lack of focus and direction. This has had a negative impact on many aspects of the school’s work. The quality of teaching is not consistently good across the school. Teachers’ expectations are not high enough and tasks are not always well matched to pupils’ needs. When this happens, some learning time is lost and pupils do not make as much progress as they could. Learning support assistants (LSAs) are not always used effectively to support pupils’ learning. Until recently, pupils of all abilities and from across the school have made too little progress. As a result, pupils have not achieved as well as they could in reading, writing and mathematics. The roles of the wider leadership team have not been sufficiently developed in order to have an impact on raising standards. Pupils do not always present their work well. There is no consistent teaching of handwriting. The school’s curriculum is broad and balanced. However, pupils have limited opportunities to apply their reading, writing and mathematics skills across a range of subjects. The school has the following strengths The acting executive headteacher and acting head of school have brought stability to the school and share a strong drive and determination to provide the best possible education for pupils. There are now new systems and processes in place to support all aspects of school life. These are resulting in stronger, more consistent teaching and all groups of pupils are beginning to make better progress in reading, writing and mathematics. Staff and pupils are responding positively to the many changes. Pupils generally behave well. They are friendly, polite and proud of their school. Relationships between adults and pupils are positive and caring. As a result, pupils say that they feel safe and that they enjoy coming to school. Pupils’ spiritual, social, moral and cultural development is supported well. Consequently, pupils are well prepared for life as citizens in modern Britain.