Cromer Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils look forward to coming to school. They receive smiles and warmth from the adults, who look forward to teaching them.

Pupils feel known, cared for and valued. This is because staff aim to help all pupils to realise their potential, even when there are barriers and challenges that might stand in the way.

Pupils enjoy their lessons.

The new curriculum emphasises important knowledge and skills for pupils to learn. It gives pupils a deeper understanding and opens up more opportunities to be successful in life. Teachers have high expectations about what pupils should learn and be able to do by the time they leave.

Behaviour is generally good in less...ons. However, occasionally, some pupils are too lively when moving around the school.

Pupils appreciate the clubs for craft, music, sport and cooking.

There are many memorable trips for pupils to attend. The new 'aspiration partners' project helps pupils to explore their own interests. Pupils take part in various fundraising activities.

They take on a range of responsibilities such as being part of the school council or the eco-club. These help pupils develop their personal skills.

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

The school has recently adopted a new curriculum for subjects such as geography, writing and personal, social, health and economic education (PSHE).

These changes were prompted after the publication of the school's most recent outcomes. Consequently, the curriculum now sets out, in detail, the knowledge, vocabulary and skills pupils will learn. Teachers use a wide range of resources to help pupils.

The new curriculum has improved the way that pupils write and talk about what they have learned.

Teachers use effective questioning to check pupils' understanding. They teach new vocabulary and provide ample opportunities for pupils to practise reading.

Pupils learn a wealth of knowledge. In history, for example, pupils can confidently talk about the past. In a few lessons, teachers are still getting to grips with teaching the new curriculum.

This means that, occasionally, pupils do not learn the depth of knowledge that reflects leaders' ambitions.

Leaders are rightly proud of the support they provide for pupils with special educational needs and/or disabilities (SEND). The school accurately identifies the needs of pupils with SEND.

Over time, pupils with SEND become more independent and confident. This includes pupils who attend the specialist resource base (SRB) for autism, and 'The Nest'. Pupils' timetables make the most of specialist support in the mainstream classes.

Pupils who need to catch up with reading are given effective help. Staff have expert knowledge about how to teach reading. The school has invested in a new library.

A librarian supports pupils with their book choices. They provide extra support for pupils who are new to English. Pupils develop a love of reading well before they become fluent readers.

They know reading is important because of the way that adults value and celebrate it.

Lessons are calm. Pupils emulate the kindness shown to them by the adults.

Staff give extra support to pupils who find getting into learning mode tricky. Pupils receive praise for working hard and making good choices. However, in some parts of the school, some pupils' behaviour is not as polite and respectful as it could be.

This is because routines and expectations are not consistently upheld by all staff. Leaders carefully analyse pupils' attendance, particularly the attendance of the more vulnerable pupils. They work closely with parents to improve pupils' attendance.

The 'Beach School' provides opportunities for pupils to learn about and appreciate nature. Pupils also learn about different cultures and religions. For example, visitors use drama to teach pupils Bible stories in assembly.

The school's new PSHE curriculum is strong. It equips pupils with age-appropriate knowledge about relationships, staying safe and keeping healthy.

All leaders, including members of the local governing body and trust, are united in their commitment to pupils' education.

They value the opinions of staff and care about their workload and well-being. Parents appreciate the way that leaders and staff regularly communicate 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)

• Some staff are still getting to grips with the implementation of the new curriculum. This means that, occasionally, pupils do not learn the depth of knowledge, in some lessons, that reflects leaders' ambitions. Leaders should ensure that staff have the necessary knowledge and skills to teach the new curriculum effectively.

• In some parts of the day and the school, some pupils' behaviour is not as polite and respectful as it could be. Leaders should strengthen routines and ensure that staff consistently uphold high expectations. This will help pupils form better habits of paying attention in class and sensibly moving around the school.

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