|Name||Emmbrook Junior School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||20 June 2018|
|Address||Emmbrook Road, Wokingham, Berkshire, RG41 1JR|
|Religious Character||Does Not Apply|
|Number of Pupils||250 (52% boys 48% girls)|
|Number of Pupils per Teacher||28.8|
|Percentage Free School Meals||3.2%|
|Percentage English is Not First Language||16%|
Information about this school
The school has a resource base for up to eight pupils with hearing impairment. This base supports children from Emmbrook Infant School (early years and key stage 1) and Emmbrook Junior School (key stage 2). The proportion of pupils who have SEN and/or disabilities is well above the national average, as is the proportion with education, health and care plans. The proportion of pupils for whom the school receives pupil premium funding is below the national average. The proportions of pupils from minority ethnic backgrounds and those pupils who speak English as an additional language are well below the national average. There has been a significant number of changes in staffing since the school was last inspected. There is a new leadership team, and most subject leaders are also new to their posts. In 2017, the school meets the government’s current floor standards, which set the minimum expectations for pupils’ progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and governors have not focused sharply enough in their planning to address the areas identified in the previous inspection report as needing improvement. Leaders have not secured consistently good teaching. As a result, pupils’ outcomes, particularly in reading and writing, are too variable. Leaders and governors do not have a sharp enough understanding of the assessment information the school holds, particularly in evaluating the progress being made by individuals and groups across the school. Leaders and managers of subject areas do not fully understand their roles and so cannot sufficiently support the improvements needed in the school. Some teachers do not have high enough expectations. Pupils, particularly the most able, are not consistently set tasks that stretch them. Consequently, they do not attain the highest standards in reading, writing and mathematics that they are capable of reaching. Teachers’ use of assessment information is inconsistent. They do not understand clearly the next steps pupils need to make in their learning to achieve success. Although improving, the progress of disadvantaged pupils is not as strong as it should be. Communication with parents is not fully effective. Some parents are concerned about the level of challenge provided for their children and are not convinced that the actions taken by leaders are leading to improvements. The school has the following strengths Relationships are positive throughout the school. Pupils are taught how to keep themselves safe, and are well cared for by staff. Pupils’ conduct in classrooms and when playing on the playground is good. Instances of poor behaviour are rare. When behaviour is challenging, pupils say that their teachers and other adults usually manage it well. Pupils’ spiritual, moral, social and cultural development is promoted effectively and reflects the school’s ethos. Pupils appreciate the improving variety of extra-curricular clubs, trips and visits that the school offers. This is particularly the case for the sports provision.