Crich Junior School

Highlights from Latest Inspection

What is it like to attend this school?

There is a family feel to this school community.

Everyone feels welcome. Pupils, particularly pupils with special educational needs and/or disabilities (SEND), quickly settle in. The adults get to know them very well indeed.

Pupils feel safe and secure in the knowledge that adults are always looking out for them.

Pupils' happiness is really important here. When pupils arrive each morning, they complete the 'mood tracker'.

If they are sad or angry, pupils know that someone will check in on them. Pupils select their own trusted adult. If they prefer not to talk, they put their worry in the 'bother box' and still get help.

Pupils are kind and c...onsiderate. Playtimes are harmonious and occasional disagreements are soon resolved. Older pupils look out for the younger ones.

Parents typically say this is a 'wonderful' place where 'children thrive'. While pupils achieve well academically, the school's high ambitions stretch to growing confident and responsible citizens. Staff encourage pupils to be reflective and independent thinkers.

Pupils play an active role in their village community. They look after the school's animals and tend to the garden. They sing to local residents and help to serve lunches at the community centre.

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

The curriculum is ambitious and, for the most part, well considered. It sets out the important content that pupils should learn in all subjects. The school is creative in organising teaching for its mixed-age classes.

There is a subject-expert approach to the teaching of most subjects. Teachers know their subjects, and what pupils have already learned, well. This helps them lead pupils to connect new knowledge with prior knowledge.

The way the school has designed and implemented the curriculum works well in most subjects. For example, pupils of all ages produce artwork of a high quality. Over time, they develop a sound understanding of artistic style.

Older pupils can talk about how they apply this in their work. In a few subjects, the school's approach to the curriculum is less effective. Sometimes, pupils have fewer opportunities in these subjects to revisit areas of knowledge over time.

Consequently, they find it hard to remember important concepts and build on or connect ideas in the same way.

Pupils who need extra support are quickly identified. The school puts together precise support plans for pupils with SEND.

Teachers use assessment information well, particularly in mathematics, to address weaker areas of these pupils' knowledge. They create smaller steps in learning to make sure pupils with SEND can access the same content as their peers.

The school instils a passion for reading.

Pupils enjoy visiting the local bookshop to buy books for the school library. Pupils read to themselves and each other every day. Through a range of activities, staff encourage pupils to read boldly, with the right intonation and entertaining expression.

Most pupils grow to be confident and fluent readers and achieve well. There are a few pupils who arrive at the school at an earlier stage in their reading. The school recognises this and has recently introduced a phonics programme.

However, some staff are not trained to deliver this programme effectively. This includes when adapting activities that involve reading in other subjects.

The school makes sure that pupils learn why it is important to behave well and treat others with respect.

The school is committed to developing pupils' understanding of multicultural life beyond their village. Refugee guest speakers, who talk to pupils about their experiences, enhance this. Pupils understand fundamental British values and respect cultural diversity.

They told inspectors they were looking forward to visiting a mosque soon. However, some pupils' knowledge of the religions that they have studied is limited.

Staff feel like one of the 'family'.

They are well supported by the school and each other. Staff value being trusted to follow their ideas in the subjects they lead. They find their workload manageable.

Governors champion the school's culture and vision. They take the role of 'critical friend' seriously to ensure the school does its best for all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the curriculum is not well organised. There are sometimes long periods before areas of knowledge are revisited. The approaches used to help pupils remember what has been taught before are not as effective as they are in other subjects.

As a result, pupils' knowledge in these subjects is not as secure as it should be, and they find it harder to connect their learning. The school should ensure that the curriculum is designed effectively, in a manner that supports pupils to remember well what they have been taught. ? Staff are not well trained in supporting pupils at the very early stages of learning to read.

This means that a few pupils do not get the right help to become fluent readers as quickly as they could. Their learning across the curriculum is also hindered because staff do not appropriately adapt tasks that involve reading. The school should make sure that staff have the expertise to support the few pupils who are at the early stages of learning to read effectively.