|Name||Ossett Southdale Church of England Voluntary Controlled Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 November 2019|
|Address||Southdale Road, Southdale Ce Junior School, Ossett, West Yorkshire, WF5 8BA|
|Religious Character||Church of England|
|Number of Pupils||343 (52% boys 48% girls)|
|Number of Pupils per Teacher||25.1|
|Percentage Free School Meals||5.8%|
|Percentage English is Not First Language||0.6%|
|Pupils with SEN Support||16.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
What is it like to attend this school?
Southdale is an exciting place to learn. The ‘Southdale Sparkle’ is everywhere. This is a school where staff are determined to give every child the best start in life. Staff know every child well. Pupils feel safe and happy. Pupils say that they can talk to a trusted adult if they have any worries.
Staff have created a culture where pupils can make mistakes. In lessons, pupils are confident to share ideas without worrying about giving the wrong answer. Pupils work hard and are curious and interested to find things out.
Pupils enjoy reading books. Pupils say that learning new words helps them to become better writers. Leaders have introduced a new programme to teach phonics. Some staff are yet to complete their planned training for the programme. As a result, staff’s expertise in teaching phonics varies.
Pupils behave well in and around school. Poor behaviour is rare. Pupils say that bullying is not common.
Pupils enjoy learning outside of the classroom. They take part in a range of clubs and residential visits. There are lots of opportunities for pupils to get involved in school life. Pupils talk enthusiastically about their responsibilities as Junior Leaders.
What does the school do well and what does it need to do better?
The quality of education has improved since the last inspection. The new headteacher and her team have a strong vision built on Christian values. They have set high expectations and established a nurturing and caring environment.
Leaders ensure that the curriculum is broad and interesting. Subject plans that identify how pupils will build their subject knowledge and skills over time are in place. Pupils can recall what they have learned in most subjects. As a result of some historical weaker teaching in some subjects, such as French, older pupils have gaps in their knowledge. Not all curriculum leaders check teachers’ practice and subject knowledge. Leaders in some subjects are unable to judge the effect of their work on pupils’ outcomes.
Leaders prioritise the teaching of reading. Reading is taught effectively. Pupils read widely at home and at school. They talk about the poems and classic novels that they have read, such as ‘The Wind in the Willows’ and ‘Jane Eyre’. Pupils also enjoy listening to their teachers reading to them.
The special educational needs coordinator (SENCo) makes sure that pupils with special educational needs and/or disabilities (SEND) receive the right support. Personalised plans help staff to understand how best to help pupils with SEND. Teachers make effective use of resources and specialist advice to support these pupils. Pupils with SEND enjoy the same broad and balanced curriculum as theirpeers and achieve well. Parents and carers are positive about the communication between home and school.
Staff have high expectations of pupils’ behaviour. They apply the school’s behaviour policy consistently. As a result, pupils understand what is expected of them and behave well. Pupils say that the behaviour policy is fair.
Leaders provide opportunities to help pupils become responsible citizens. For example, pupils raise funds to support local charities. The school has links with a school in Tanzania. This helps pupils to begin to understand the similarities and differences between different cultures. Pupils are able to name some faiths, such as Hinduism. However, they are not able to recall knowledge about different cultures.
Pupils enjoy a wide range of enrichment and extra-curricular activities. Pupils talk excitedly about taking part in birdwatching and cooking. Teachers plan a range of educational visits, including a residential trip for each year group. Year 6 pupils say that they are looking forward to their trip to France. Visitors come into school regularly to speak to pupils. Pupils told us that this makes learning more interesting and relevant.
Leaders have taken action to ensure that staff workload is manageable. Staff feel well supported, and staff morale is high.
The arrangements for safeguarding are effective.
Safeguarding pupils is at the core of the school’s work. Everyone understands the important role they play in keeping pupils safe. All staff are well trained to spot and report any concerns that they have. Governors check the school’s procedures to ensure that pupils are safe.
Leaders ensure that staff safeguarding training is kept up to date. Pupils know how to keep themselves safe when using the internet. For example, they understand why they should not talk to someone they do not know.
What does the school need to do to improve?
(Information for the school and appropriate authority)
The teaching of reading overall is effective. However, not all staff are trained to deliver the school’s phonics programme. Occasionally in these sessions phonics knowledge is not taught rapidly enough. Leaders should make sure that the planned phonics training takes place as soon as possible. Leaders should check that all teachers’ subject knowledge in phonics is strong so that all pupils quickly gain the knowledge they need to read well. . Some subject leaders are yet to monitor the changes that they have made to thecurriculum. This means that they are unable to judge the impact of their work on pupils knowing more and remembering more. Leaders need to continue to support subject leaders to monitor the implementation of the changes they have made and check the impact that this is having on pupils’ outcomes . Pupils have limited opportunities to develop their understanding of different cultures. As a result pupils do not have knowledge of different people’s faiths, feelings and values. Leaders need to make sure that the curriculum provides pupils with sufficient experiences to understand, appreciate and respect difference in the world.