|Name||Writtle Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 October 2013|
|Address||Margaretting Road, Writtle, Chelmsford, Essex, CM1 3HG|
|Religious Character||Does Not Apply|
|Number of Pupils||238 (50% boys 50% girls)|
|Number of Pupils per Teacher||20.5|
|Percentage Free School Meals||8.8%|
|Percentage English is Not First Language||0.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is smaller than most schools of this type but the number of pupils is growing. Most pupils are White British with very few who speak English as an additional language. The proportion of disabled pupils and those who have special educational needs requiring school action is above the national average, as is the proportion requiring external support or with a statement of special educational needs. The proportion of pupils known to be eligible for the pupil premium – additional government funding for looked after children and pupils known to be eligible for free school meals – is below the national average. The school meets the government’s current floor standards, which set minimum expectations for pupils’ attainment and progress. There have been a number of significant changes to staffing since the previous inspection. The head teacher, staff and governors work collaboratively with local schools and partnerships. There is a privately run before-and after-school club on site, which is inspected and reported upon separately.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress and standards are rising steadily. Previous gaps in learning between different groups of pupils have narrowed significantly because teaching has improved and is now consistently good. In mathematics, where attainment had been weaker, the more-able now do particularly well. More than four times the national average achieved the highest Level 6 in this subject in 2012. Teachers make learning interesting and provide good advice in their written marking to help pupils of all abilities make good gains in learning and to make good progress. The headteacher, supported by well-informed governors, has a clear and determined vision for raising standards. Action taken has enabled sustained improvements in the quality of teaching and learning. Behaviour is good; pupils respect each other and adults in the school and care well for each other. The provision for pupils’ spiritual, moral, social and cultural development is good. This contributes to the vibrancy in the school where pupils develop confidence, self-esteem and a thirst for learning. Pupils benefit from a wide range of opportunities for physical, social and creative development, such as school sport, becoming first aiders and specialist music lessons. Parents are highly appreciative of the school and all it does. Almost all say that their children are happy, safe and well cared for and they would recommend this school to others. It is not yet an outstanding school because : Teaching does not consistently enable pupils to take enough responsibility for their own learning, for instance, to move on to new tasks as soon as they are ready, or respond promptly to the teachers’ good written guidance. Teachers with leadership responsibilities are not yet fully involved in the school’s self evaluation process and as a consequence there are missed opportunities to ensure they focus on areas requiring development.