Bethany Church of England Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders are ambitious for all pupils. The school vision of 'Inspiring learning for life, hope for the future' describes leaders' aims that pupils will gain the knowledge and personal attributes needed so they can be successful in their next school, and in adult life.

The school's Christian ethos, and the school values of compassion, curiosity, creativity and confidence, are the bedrock of the school's work.

Pupils enjoy coming to school. They behave well.

In lessons, they concentrate on their work and want to do their best. The few pupils with more challenging behaviour are supported effectively to improve it. Pupils say that bullying is rare.

If it ...happens, adults sort it out. Parents and pupils agree that pupils are safe. Parents appreciate the commitment and support that school leaders give them and their families.

Pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged, and the many pupils who have English as an additional language learn well. They play a full and valued part in school life. Pupils told inspectors that, from the start, 'this school has taught us to accept everybody'.

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

Leaders have identified the key knowledge and concepts they want pupils to learn in most subjects. They have considered the content carefully. Teachers use this information to break down learning into smaller, more manageable steps for pupils.

Leaders know this work is not fully complete in a few subjects, such as physical education and art.

The well-sequenced curriculum helps pupils build their knowledge and understanding. For example, in science, Year 6 pupils remember previous learning about light from Year 5.

In history, pupils' understanding of the concept of invasion deepens as they study first the Iron Age and then the Romans. In geography, Year 3 pupils learn the physical features of the coastline. Year 5 pupils can recall how, in Year 4, they used this information to collect data about the impact of man on the coast.

Leaders consider carefully the needs of pupils with SEND when developing the curriculum content and structure. In lessons, adults provide effective adaptations that help these pupils access the curriculum alongside their peers. This helps pupils recall previous learning and achieve success.

Reading underpins the school's work. Pupils at an early stage in reading receive phonics teaching that helps them catch up quickly. This includes disadvantaged pupils, those with SEND and pupils who arrive in school with little or no English.

The books pupils read help them become fluent, confident readers. They read to adults often in school. Consequently, pupils' reading improves quickly.

Pupils love to read.They benefit from a welcoming, well-resourced library, lunchtime book clubs, reading awards and teachers who read aloud to pupils daily.

In mathematics, teachers consider carefully what pupils need to know and by when.

Using this, and their assessment of pupils' understanding, teachers identify the small steps in learning that pupils need. This helps pupils learn new knowledge systematically. Pupils enjoy mathematics and almost all find that the work challenges their thinking.

Older pupils have an accurate, rapid recall of mathematics facts such as multiplication tables. However, this is less secure for pupils in Years 3 and 4.

Pupils leave the school as well-rounded young people who reflect the school's core values.

They talk confidently about equality, tolerance, respect and protected characteristics, such as gender. Leaders ensure that the curriculum gives pupils the knowledge they need to keep themselves safe online and how to report sexual harassment.

Most pupils attend school regularly.

If attendance is a challenge, leaders and pastoral staff work effectively to help pupils and their families improve it. Leaders firmly believe pupils should be in school and have successfully kept classes open despite the challenges of COVID-19.

Governors hold leaders to account effectively.

They ask focused, challenging questions about the right things. Officers of the multi-academy trust provide another layer of oversight of the school's work. They provide effective support for leaders and teachers.

Staff say leaders are mindful of their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, staff and governors are committed to keeping pupils safe.

The school's policies and procedures are comprehensive and up to date. There is regular training for staff and governors. Staff know what to do if they have concerns about a child.

They take prompt action. Pupils feel safe in school and parents firmly agree. Pupils readily name adults they can turn to if they have a worry or concern.

Leaders provide pupils and their families with the help and support they need. Governors and the multi-academy trust leaders check on the school's safeguarding work.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum identifies the key knowledge and concepts pupils should learn.

However, for a minority of subjects, this work is not fully complete. In these subjects, it is more difficult for teachers to break down learning further into smaller chunks. Leaders should make sure the curriculum for every subject identifies what pupils need to know clearly and by when.

In mathematics, older pupils recall learning such as number facts and multiplication tables readily. Younger pupils struggle to do so because they have missed out on some important elements of the curriculum. Leaders should ensure the curriculum is adapted so that pupils have the time to rehearse these and improve their recall.