Burnley Lowerhouse Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Burnley Lowerhouse Junior School is a place where everyone is made to feel welcome, regardless of their differences.

Pupils are kind and considerate towards one another. They told inspectors that staff know them well.

Pupils trust that staff will listen to any concerns that they may have.

This helps them to feel safe at school. Over time, pupils grow in confidence due to the care and support that the school provides.

Most pupils have positive attitudes, and they engage willingly in their learning.

The school has raised its expectations of what pupils can achieve. This means that pupils have started to benefit from recent improvements to the ...curriculum. However, in some subjects, including reading and mathematics, pupils do not achieve as well as they should.

Pupils know that they are expected to behave well. They are polite and courteous. The school has effective systems in place to ensure that staff deal appropriately with incidents of bullying.

Pupils value taking part in different school events and activities. They particularly enjoy the leadership roles that the school offers, such as having the opportunity to act as well-being ambassadors. Pupils are proud of the part that they play in deciding what clubs will take place.

All pupils can participate in these activities, including those with special educational needs and/or disabilities (SEND).

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

More recently, the school has taken steps to improve how well the curriculum is designed and delivered. For instance, the school has ensured that pupils access a broader and more ambitious curriculum than they did previously.

In some subjects, the school has ordered learning thoughtfully. Typically, in these subjects, when staff introduce new content, they ensure that it builds logically on pupils' previous learning. Staff check on what pupils know and can remember.

They use this information to shape future learning. As a result, pupils have begun to achieve well in those subjects that the school has prioritised for improvement.

In other subjects, however, it is still early days.

Shortcomings in how the school designs and delivers the curriculum in these areas mean that some pupils do not achieve as well as they should. For example, the school does not afford pupils enough opportunities to develop a secure understanding of essential knowledge. As a result, some pupils have insecure foundations on which to build new learning.

The school quickly identifies any additional needs that pupils may have. Staff ensure that pupils with SEND are supported well to learn the same curriculum as their classmates. Staff receive appropriate information and support to adapt how they deliver the curriculum to meet the needs of pupils with SEND.

However, shortcomings in the design and delivery of the curriculum also hamper how well pupils with SEND achieve.

The school has carefully considered the reading materials available to pupils and ensured that there is a clearly structured phonics programme in place. However, the school has not prioritised the teaching of this programme.

For example, some staff have not received sufficient training to enable them to deliver the programme consistently well. In addition, some pupils who struggle to read do not receive effective support to catch up quickly.

Pupils are polite, friendly and caring towards each other.

The atmosphere throughout the school is calm and purposeful. Poor behaviour rarely disrupts lessons. This means that pupils can concentrate on their learning without interruption.

The school is working closely with parents and carers to improve pupils' attendance, especially for pupils with SEND. However, many pupils continue to be frequently absent from school. This is particularly the case for disadvantaged pupils.

This hampers these pupils' learning.

Through the curriculum, pupils develop an appropriate understanding of people's differences and similarities. For example, they understand that other people may have faiths, cultures or family structures that are different to their own.

Pupils learn about relationships and friendships and how to consider the views of others. These experiences help to prepare pupils for life in modern Britain.

Governors are dedicated to their roles.

However, over time, they have not provided sufficient challenge to improve the quality of education for pupils. This is particularly the case for pupils' achievement in reading.

Most staff spoke positively about how the school considers their well-being.

For example, when policies are reviewed, this is done alongside consideration of staff workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school, including governors, have not ensured that some staff are well trained to deliver the reading curriculum, including the phonics programme.

As a result, pupils do not achieve as well as they should in reading. The school should ensure that staff are suitably trained to deliver the reading curriculum consistently well. This is so that pupils can read fluently and accurately.

• In some subjects, the school has not ensured that learning is designed to help pupils remember the most important knowledge for subsequent learning. This prevents pupils from accessing new learning, as well as developing and deepening their understanding of concepts. The school should ensure that learning helps pupils to embed important knowledge into their long-term memory.

• Those responsible for governance do not have a secure enough understanding of the quality of education that pupils receive. As a result, they have been unable to provide a sufficient level of challenge to the school. Those responsible for governance should ensure that they are well equipped to hold the school to account effectively.

• Some pupils, including those who are disadvantaged, do not attend school as often as they should. These pupils miss out on important learning. The school should ensure that these pupils receive the support that they need to attend school regularly.