Diamond Hall Junior Academy

Name Diamond Hall Junior Academy
Website http://www.diamondhalljuniors.co.uk
Ofsted Inspection Rating Good
Inspection Date 26 November 2014
Address Well Street, Millfield, Sunderland, Tyne and Wear, SR4 6JF
Phone Number 01915630975
Type Academy
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 317 (44% boys 56% girls)
Number of Pupils per Teacher 19.7
Academy Sponsor North East Learning Trust
Local Authority Sunderland
Percentage Free School Meals 45.4%
Percentage English is Not First Language 26.2%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

Diamond Hall Junior School is larger than the averaged-sized primary school. The proportion of pupils who are known to be eligible for the pupil premium which provides additional funding for children who are looked after by the local authority and pupils who are eligible for free school meals is well above the national average. An above average proportion of pupils come from other ethnic minority groups. These pupils are often at the earliest stages of learning English as an additional language. The proportion of pupils who are disabled or have special educational needs is above average. The school meets the current government floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics. A significant number of teachers have joined the school since the last inspection. A number of pupils enter and leave the school at different times of the year than at the normal starting time. The school runs a breakfast club managed by the governing body.

Summary of key findings for parents and pupils

This is a good school. The headteacher’s drive and rigorous approach to improving the school have had a positive impact on teaching and pupils’ achievement. She is supported well by a skilful leadership team and a developing team of teachers who are keen to ensure that the school continues its drive for improvement. With their good range of skills governors have supported and challenged the school on its journey of improvement. They have accurate knowledge about the quality of teaching and pupils’ achievement and regularly check how well the school is doing to ensure that it continues to improve. Pupils achieve well as the school checks on pupils’ progress regularly and rigorously. It uses this information effectively to ensure that pupils are not falling behind. Consequently, pupils make good progress across the school. From a below average starting point they reach standards that are broadly average by the end of Year 6 in reading, writing and mathematics. Teaching is good and an increasing proportion is outstanding. Teachers use questioning effectively to increase pupils’ progress. They have high expectations and plan lessons that meet pupils’ needs so that they can achieve well. Teachers use a wide range of methods to engage pupils in learning and this motivates pupils to make good progress. Teaching assistants are used well to enable all pupils to achieve well, particularly those who are disabled or have special educational needs. Pupils behave well both in and out of the classroom. They work and play in harmony and relationships are strong between staff and pupils. Pupils enjoy their lessons and have good attitudes to learning. Teachers provide exciting activities that stimulate pupils to learn. Pupils work well together in lessons. They have a good understanding of how to manage risk and keep safe. They understand about different forms of bullying and say that it rarely happens in school. It is not yet an outstanding school because : Teaching is not yet outstanding. Marking does not always help pupils improve the quality of their work. Pupils do not always know how to be successful in lessons so they can check on and improve the quality of their own work. Outstanding practice is not always widely shared to improve teaching. Standards in writing are not high enough, especially handwriting and presentation skills, which inhibit the effectiveness of pupils’ writing. Pupils’ grammar and spelling skills are not always used effectively to improve their writing.