Carr Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Carr Junior is a welcoming school. Pupils are happy and safe. Pupils feel listened to and trust the staff to help them if they have a concern.

Adults have high expectations of all pupils. Pupils embody the school motto of 'aim high, shine bright'. Relationships between staff and pupils are polite and respectful.

Pupils with special educational needs and/or disabilities (SEND) are well supported throughout the school day.

Behaviour around school is calm and purposeful. Staff use reflective conversations effectively to improve pupils' behaviour.

Bullying is rare. If it happens, staff deal with it quickly. Pupils have a positive attitude to learning and... work well together in lessons.

Pupils listen well to others and show when they agree, disagree or want to build on a point another pupil has made.

Pupils have regular opportunities to debate and discuss current affairs. Pupils participate in trust-wide events, such as 'South Bank thinks'.

This helps them to develop their knowledge of the wider world. Pupils attend a range of extra-curricular activities as part of 'Well-being Wednesday' afternoons. This means all pupils have access to clubs during the school day.

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

The school has prioritised reading throughout school. The reading curriculum improves pupils' comprehension and fluency skills. Each class votes to contribute to the selection of text extracts they read in lessons.

Pupils benefit from daily story time. The books teachers read to pupils are carefully chosen to encourage a love of reading. The school have recently placed a new reading bus on the field to encourage more reading for pleasure.

The school ensures that when pupils struggle with reading, they receive extra help each day. For most pupils, this helps them to catch up quickly.

The school has designed an ambitious curriculum.

Some subjects are taught in well-considered themes set around a 'big idea'. These help pupils to learn about the world around them. For example, this term pupils are learning about being 'eco-warriors'.

Teachers begin lessons with a recap of what pupils have learned before. This helps pupils to build on their previous learning. In most subjects, teachers check that pupils remember what they have been taught regularly and adapt the curriculum to address any gaps in learning.

However, in some subjects, there are limited opportunities for pupils to demonstrate what they understand and can do.

The school supports pupils with SEND well. Adults have high expectations.

They identify pupils' needs early. Pupils with SEND follow the same curriculum as their peers. Leaders have recently established bespoke spaces, such as a new nurture provision, to support pupils with specific needs.

The school have established a positive culture of behaviour. Pupils work well together in lessons and approach challenges with a positive attitude. They listen and respond well to each other and to teachers.

However, behaviour during lunch breaks and at less structured times of the day can be varied.

The school has a sharp focus on ensuring all pupils have access to an ambitious personal development provision. Opportunities for pupils to care about the wider world are woven throughout the curriculum.

The recent 'Shine fest' focused on promoting pupils' positive physical and mental health. Pupils learn about equality. They talk confidently about the fundamental British values.

Those responsible for governance provide appropriate challenge to leaders. The school benefit from the professional development provided by the trust. Staff morale is high.

Leaders take staff workload into account in their decision-making. Although many parents have positive views of the school, a small group of parents do not feel that the school communicates effectively with them.

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's systems to check what pupils know and remember are more developed in some curriculum subjects than in others. In these subjects, teachers do not have a clear understanding of what pupils know and can do. The school should refine how they check pupils' knowledge and understanding in these subjects, so they can quickly identify any misconceptions and plan future work accordingly.

• A small number of parents feel the communication from the school could be improved. These parents do not feel that the information the school provides helps them to support their child's education as effectively as it might. The school should continue to work with parents to increase the relevance and effectiveness of existing communication.

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