Colden Junior and Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations of pupils' personal and academic development. Pupils live up to these expectations.

Leaders promote the values of 'aspiration, empathy, creativity and fun'. Pupils understand these values. They enjoy making a positive contribution to the life of the school in different ways.

For example, pupils take on roles as eco leaders, members of the school council and well-being ambassadors.

Pupils are confident and eager to talk to visitors about their school. In lessons and around school, pupils behave well.

There are positive relationships between pupils, their peers, and staff. Pupils are kind in their words and actions. Bully...ing is not tolerated.

Staff quickly sort out any problems if they occur. Pupils know that there are adults that they can speak to if they have a concern. This helps pupils to feel safe.

Parents and carers are overwhelmingly positive about the school. Some parents captured this when describing staff as 'dedicated and approachable'. All parents who responded to Ofsted's Parent View survey said that they would recommend the school to others.

Parents are important partners in learning. Leaders ensure that they communicate what pupils are learning about so that parents can talk about it at home with their children. There are strong links between the school and the local community it serves.

For example, the choir sings at the local chapel for Remembrance Day.

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

Leaders have reviewed the curriculum to ensure it is coherent and carefully sequenced. Subject leaders ensure that pupils' knowledge and skills build from the Reception Year to the end of Year 6.

Staff have the subject knowledge that they need to deliver the curriculum. Pupils talk about the knowledge that they have learned from the different topics they have studied. They make links to show they know how to apply their knowledge and skills to new learning.

In lessons, teachers use a variety of strategies to check what pupils can remember. However, on occasions, teachers' checks on pupils' knowledge in mathematics are not closely linked to what pupils have been taught. Teachers do not identify gaps in pupils' knowledge precisely enough.

Reading is a priority in the school. Leaders have ensured that all staff have the training that they need to teach early reading well. There is a clear and structured programme in place.

Pupils from the early years onwards learn to use their phonic knowledge to sound out unfamiliar words. They practise reading with books that are matched to the letters and sounds they know. This helps them to develop fluency and confidence in reading.

Staff quickly identify pupils who need extra help and provide them with additional catch-up sessions. Older pupils help younger pupils with their reading. Pupils talk about the stories that they read together in class and enjoy hearing others read to them.

Children in the early years learn in a stimulating environment. Staff ask questions which give children opportunities to talk about their learning. However, leaders have not identified clearly enough the vocabulary that children in the early years should learn.

As a result, some children do not develop the language that they need to be able to explain their thinking.

Pupils with special educational needs and/or disabilities (SEND) access the full curriculum. Staff have relevant training so that they understand the strategies to help these pupils.

Teachers provide additional resources to help these pupils to remember what they are being taught. Leaders regularly seek advice from external agencies to ensure that staff understand how to support pupils with SEND so that they achieve well.

Pupils are taught about different cultures and beliefs as part of the personal, social and health education curriculum.

They learn about relationships and what makes people different. Pupils show respect for people from other backgrounds and learn how important it is to treat everyone equally. Pupils are keen to talk about their links with a school that serves pupils from a culturally diverse community in the local area.

Pupils enjoy the different activities that they do together with pupils from the partner school, to help them understand about different people in modern Britain.

There are opportunities for pupils to develop their interests and talents as part of the clubs and activities programme that leaders provide. During the inspection, pupils enjoyed clubs for coding and Christmas crafting.

Pupils can also participate in physical activities such as table tennis, dodge ball, judo and cross-country running.

Staff work as a strong team. They value the support for their well-being and their professional development opportunities provided by leaders.

Governors fulfil their statutory duties with enthusiasm and dedication. They have the skills to hold leaders to account and provide appropriate challenge. Governors support the school with their energy and commitment.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors ensure that all staff have up-to-date safeguarding knowledge. Staff can identify when pupils are at risk of harm.

They know pupils well and are alert to any signs of concern. Records are well kept and rigorously monitored to ensure that pupils get the help they need. Leaders check the suitability of all adults who work with pupils.

The curriculum ensures that pupils learn how to manage the risks to their safety. This includes online safety. Pupils know who to trust if they need any help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not check pupils' mathematical knowledge carefully enough. This means that some work does not match pupils' stage in learning. Leaders should ensure that assessment strategies in mathematics give teachers the information they need to check whether pupils have gaps in their knowledge and to set subsequent work accordingly.

• Leaders have not identified the important vocabulary that children should learn in the early years. This means that some children do not develop the language they need to explain their thinking. Leaders should ensure that they identify more clearly the vocabulary that children in the early years should learn.