Earlswood Junior School

Highlights from Latest Inspection

What is it like to attend this school? '

A place to learn together' is very much pupils' experience at Earlswood Junior School. Pupils value the broad and ambitious curriculum they are offered, which is enhanced through specialist teachers in music and physical education (PE).

The school has high expectations for all pupils, including pupils with special educational needs and/or disabilities (SEND). As a result, the majority of pupils are achieving well.

Pupils behave well here.

They know what is expected of them. This is underpinned by the 'SMILE' behaviours of self-regulation, manners, independence, listening with respect and empathy. Pupils fully understand these and learn about them weekly.
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Pupils feel safe, including from bullying.

The school provides a range of enrichment and leadership opportunities for pupils. Pupils talk excitedly about these and how they support them to develop confidence beyond the curriculum.

The school has a 'pupil parliament', which acts as the voice of the pupils in whole-school decision-making. Trips and visits are carefully planned to reinforce the wider curriculum.

Earlswood Juniors is at the heart of its community.

The school has established strong links with the surrounding area. Pupils learn about being responsible local citizens. For example, they grow produce to sell at the local farmers' market.

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

The school's curriculum is ambitious, broad and accessible for all pupils. Teachers know what they need to teach and the most effective ways to teach it to ensure pupils remember their learning. The school has identified the vocabulary that links learning together.

Teachers regularly revisit learning and check effectively that pupils remember their learning.

The school is ambitious for all pupils, including pupils with SEND. The adaptations and support in place mean that all pupils are learning successfully across the curriculum.

However, in some subjects, the tasks set are not allowing all pupils to develop a really deep understanding, which means they do not achieve as well as they could. The school has prioritised a love of reading, and pupils learn to read well overall. Staff are trained to deliver the catch-up programme and support any pupils who have fallen behind, which is largely effective.

The school sets high expectations for behaviour, and pupils are keen to live up to these. Lessons are calm and purposeful. Pupils are engaged in their learning.

On the rare occasion when behaviour does not meet expectations, staff are swift to address this. The school has prioritised support for all pupils through a strong pastoral offer. Specialist, trained staff provide support in the 'lodge' throughout the course of the school day for pupils' well-being.

The school has high expectations for pupils' attendance. There is a robust strategy in place to identify and address poorer attendance. The school is rightly focused on improving the most disadvantaged pupils' attendance.

The school's approach to developing pupils' personal development is exemplary. Every pupil is expected to be an active citizen. All pupils' opinions are taken seriously and pupils recognise the importance of their views.

For example, pupils organised a fun run to raise money for a national charity. Pupils are aspirational about their learning because of the opportunities they are given. The school has prioritised the most disadvantaged pupils with a wide range of opportunities to nurture their talents.

These include specialist teachers in the curriculum alongside thoughtfully planned clubs and trips.

The school has very carefully considered ways to engage the whole community. It provides workshops for parents alongside opportunities for families to attend planned celebration events.

Parents are overwhelmingly positive about the school. Governors provide effective support and challenge for leaders. Staff are highly appreciative of the school's constant and highly effective consideration of their workload and well-being.

They are proud to work at this school. The school has designed a rigorous training programme to support and develop staff further.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The task design in some curriculum subjects does not support all pupils to move swiftly on in their learning or develop a really deep understanding. This means that some pupils do not always achieve as highly as they could. The school needs to provide suitable tasks across all subjects that support all pupils to make the most progress possible.