Ben Jonson Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have developed an inclusive and welcoming culture. Working relationships between staff and pupils are extremely positive.

Staff know all pupils very well which ensures that they are safe and well supported.

Pupils are extremely proud of their school. Leaders have carefully crafted a character programme to develop the necessary life skills to enable pupils to be successful.

Pupils contribute to the positive culture in the school. They are hardworking, happy and kind to each other and adults.

Leaders have high expectations for pupils, including those with special educational needs and/or disabilities (SEND).

Pupils receive effective su...pport during lessons by both teachers and highly skilled support staff.

Leaders have created a calm and orderly environment. Pupils' behaviour is exemplary during lessons and around the school site.

Pupils in the school take part in an extremely broad range of wider opportunities. These include a variety of sports and music groups, debating and chess clubs. Pupils can also write for the school's reading newsletter, which includes reviews of books they have read.

There are a number of opportunities for pupils to develop their leadership skills. These include the school council, peer mediators and librarians.

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

Leaders have developed a curriculum that is ambitious and in line with the expectations of the national curriculum.

They ensure that the curriculum builds on pupils' knowledge over time progressively. In early years, there is a focus on ensuring children develop a wide vocabulary and learn to communicate effectively.

Leaders prioritise the health and well-being of staff.

They ensure the professional development of all members of staff is supported through high-quality training opportunities. Teachers have strong subject knowledge and present information clearly. Staff make adaptations for pupils SEND skilfully.

This helps these pupils access an ambitious curriculum successfully. Staff ensure that the individual needs of pupils are carefully considered. They reflect on their practice to ensure that support for pupils has the desired impact.

In early years, staff are knowledgeable about the areas of learning they teach.

Sometimes, teaching does not identify and clarify pupils' misunderstandings systematically. This means that occasionally misconceptions are not addressed so that pupils are fully ready for new learning.

In early years, staff regularly check and develop children's use of language and vocabulary.

There is a strong focus on reading from when pupils start Reception. Pupils' results in national outcomes for phonics in Year 1 and reading at the end of Year 6 were low in 2023.

Several new strategies have been put in place to improve pupils' reading fluency and confidence. The impact of these new systems on pupils' knowledge and understanding in the school is effective and making a positive difference. For instance, all staff in the school are well trained in the phonics programme and consistent in its delivery.

Staff identify any pupils who fall behind the pace of the programme swiftly. Staff provide bespoke support for these pupils to ensure that they learn to decode and blend phonic sounds confidently. There is a strong emphasis on developing pupils' passion for reading.

Pupils read a wide variety of books daily.

Pupils have extremely positive attitudes to learning. They are highly focused during lessons.

In early years, staff motive children. They support children to share and co-operate well with each other. Leaders have robust procedures and strategies in place to support pupils to have high attendance.

They communicate effectively with parents and carers to ensure pupils attend school regularly.

Leaders have developed an exceptionally thorough personal development programme that is rooted in the school values. Pupils have an in depth understanding of how to stay safe and healthy.

Leaders have designed a highly effective careers programme. This includes outings to a range of workplaces and visits from a variety of employers. Staff also plan a range of other outings for pupils that help to develop their learning.

These include visits to museums, galleries and musical performances.

Leaders have built very strong relationships with parents and the local community. There are a wide range of parental workshops on themes including online safety, reading and supporting pupils with particular needs.

The governing body understands the strengths and priorities of the school and carries out its role effectively. It has a clear strategic vision and provides appropriate challenge and support to leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, teaching does not systematically identify and clarify pupils' misunderstandings. This means that sometimes pupils have gaps in their understanding. The school should develop the expertise of all teachers so that they address any misconceptions that pupils have so that they are fully ready for new content.