Backwell Church of England Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy school and attend well. They are proud to be in one of the four 'federation houses'. This added dimension to school life enables pupils to work in teams and gain rewards for their positive work ethic and behaviour.

The school has high expectations of pupils. Pupils strive to do their best. As a result, they become confident in taking risks when learning is hard.

Pupils learn a lot and are well prepared for their next stage of education. In lessons, pupils behave well. Staff provide caring support.

Everyone is treated as an individual.

There is a strong 'family feel'. Pupils of all ages play well together at social times.

There a...re many opportunities to lead, for example, as a science ambassadors. Many pupils learn a musical instrument. Sport is for all.

Enrichment activities strengthen the curriculum. For example, pupils serve the community through charity events and fundraising. A unique feature is the 'Easter creative arts concert'.

This celebrates pupils' talents and interests. Other activities, such as swimming galas, a residential visit and school workshops, broaden pupils' experiences well. There are a range of clubs, such as choir, library club and sports.

Almost every parent or carer would recommend the school to another parent.

What does the school do well and what does it need to do better?

The trust and leaders identify the school's strengths and aspects that need refinement accurately. The well-established governing body holds the school to account for ensuring that the quality of education is continually improving.

Staff have strong subject knowledge in the subjects they teach. By the time pupils leave the school, they achieve exceptionally well in some subjects. For example, pupils become avid readers and they articulate their understanding of scientific knowledge particularly well.

The school's work to make changes to the English and mathematics curriculums is proving successful. The teaching of phonics ensures that pupils at an early stage of reading increase their reading accuracy. A whole-school approach to pupils applying phonics to spell accurately is paying off.

Pupils become capable mathematicians. They tackle complex mathematical problems with confidence. Staff routinely check what pupils know and understand.

They address any misconceptions that pupils have by revisiting any necessary knowledge successfully.

The wider curriculum subjects set out clearly what pupils will learn and when they will learn it. Staff follow these curriculums year on year.

Notably, the school's work to increase the depth of subject content pupils will learn in a few subjects is still recent. As a result, in a few subjects a minority of pupils have gaps in their knowledge and understanding or they are not moved on in their learning when they are ready.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately.

Typically, staff provide effective pastoral and academic support. Many staff are proficient in using a variety of classroom strategies, such as visual schedules and structured routines to scaffold teaching. This ensures that these pupils access the full curriculum successfully.

Pupils with the most complex needs receive bespoke curriculums. This ensures that over time these pupils progress through the curriculum well. However, there are occasions when the school is not adept at making important changes to teaching and the curriculum to directly address all aspects of pupils' individualised targets.

This means that sometimes a small number of these pupils do not readily practise the most essential knowledge they need to learn next.

Pupils typically follow the school's behaviour policy well. They are respectful when debating important issues.

Pupils listen intently to each other and show high levels of support and care for one another.

The curriculum to develop pupils' character is comprehensive. It teaches pupils not to discriminate.

Pupils learn to be respectful of the beliefs of others. They know the importance of keeping a healthy diet and what constitutes a healthy friendship and relationship.

Safeguarding

The arrangements for safeguarding are effective, but some minor improvements are required.

There have been inconsistencies in the school's practice and record-keeping. When on site, inspectors assured themselves that the school completed any outstanding actions and that records were complete. The trust ensures that staff receive up-to-date safeguarding training.

This ensures staff understand what action to take should they be concerned that a pupil may be at risk of harm or has been harmed. The school works with external agencies when necessary. The curriculum is effective in making sure that pupils know how to keep themselves safe, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not have detailed enough oversight of some important aspects of its work. There have been occasions when the school has not followed the trust's agreed procedures relating to safeguarding practice, record-keeping and implementing bespoke curriculums for pupils with the most complex needs. The trust must ensure, and assure itself, that necessary improvements are put into place so that school and trust policies are implemented promptly, securely and consistently.

• The school's work to refine a few subject curriculums is not complete. Some pupils have gaps in their knowledge in a few subjects or are not moved on in their learning when they are ready. The trust must ensure that the school implements its curriculum consistently well so that pupils retain the depth of knowledge they should and make strong progress through the curriculum in all subjects.

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