Creswell Junior School

Highlights from Latest Inspection

What is it like to attend this school?

A 'jewel in the community' is how this school is known by many.

A safe place for all. Relationships between parents and carers, staff and pupils are strong. As one parent, typical of many, commented: 'The amazing range of support, both academic and emotional, enables pupils to achieve their full potential.'



Pupils thrive because expectations of what they can achieve are high. The school's core values are well understood by all pupils. They recognise that these help them to develop positive attitudes to enable them to learn.

A few aspects of the school's curriculum are being refined so that all subjects are equally ambitious.

Coming to scho...ol is a positive and happy experience for all pupils. They are proud of their school.

They accept each other's differences, displaying kindness and tolerance towards their peers. Many relish opportunities to take on roles and responsibilities within school. Pupils are confident that rare instances of bullying will be swiftly resolved.

Inclusion is at the heart of this school's ethos. Pupils with special educational needs and/or disabilities (SEND) are proud of their achievements. They confidently talk about how their targets will help them overcome any barriers to learning they may have.

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

Leaders are relentless in ensuring that the school's curriculum offer is the best it can be. They are determined to provide an education that meets the needs of every child. The school's curriculum is continuously evolving.

Leaders do not shy away from making changes where it is not meeting their high expectations and ambitions. In most subjects, they have carefully considered what they want pupils to learn and when. In a few subjects, this work is in progress.

Leaders are determined that pupils with SEND will learn exactly what others learn. Where pupils need a more bespoke curriculum, leaders ensure that the right support is put in place. This enables the most vulnerable pupils in school to thrive and be successful in their education.

Time, training and leadership support is prioritised to secure staff's knowledge of the curriculum. This helps teachers to know their subjects well. They explain things clearly, model language and provide explanations to deepen pupils' understanding.

Pupils who have gaps in their knowledge are quickly identified and appropriate support is put in place. This includes additional targeted support through the school's wider curriculum offer.

The new school library is used well to provide books that are closely linked to pupils' reading targets.

They enjoy shared class literature, including poetry. Over time, this helps pupils to know more about how vocabulary and language structures are used. Leaders work tirelessly to reduce the number of pupils who remain at the decoding stage of reading.

They know that some pupils need to overlearn the sounds because they do not retain them as well in their memory. Leaders recognise they will need further targeted reading books to support these pupils.

Expectations of pupils' behaviour are well understood.

It is one of the reasons why pupils thrive here. Leaders ensure the rewards pupils receive for behaviour are memorable and meaningful. These have included, farm visits, equestrian lessons or whole-school bowling.

Parents receive regular updates on their child's behaviour. Leaders carefully provide the right support for pupils who need help to regulate their emotions. The school's 'mental health champions' are on hand to support during social times.

Leaders are careful that the school's wider curriculum offer does not impact on staff workload. They ensure that clubs are led by knowledgeable coaches that will prepare pupils for life beyond school. For example, trained chefs run a cooking club, so that pupils learn how to make healthy meals on a budget.

Leaders are refining the school's curriculum to support pupils' understanding of different groups in society.

Staff and governors are proud to work at this school. Governors ensure that they come into school regularly to check on the work of school leaders.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. Leaders know their pupils well and understand their potential vulnerabilities.

All staff are alert to any signs that may indicate a pupil is at risk of harm. They record all concerns, no matter how small. Safeguarding records are detailed.

Leaders ensure that information for pupils' attendance, behaviour and safeguarding is logged on one system. This enables leaders to build a holistic picture of pupils' needs.

Leaders work with external agencies to ensure that the right support is put in place for vulnerable families and pupils.

What does the school need to do to improve?

(Information the school and appropriate authority)

• In a few subjects, leaders' ambitions have not yet been realised because the refinements in the curriculum are not complete. In these subjects, pupils are not yet developing the knowledge of the curriculum securely. Leaders need to ensure that the work on the school's curriculum is implemented effectively in all subjects, so pupils can make meaningful links within and across subject areas.