East Boldon Junior School

Highlights from Latest Inspection

What is it like to attend this school?

East Boldon Junior School sits at the very heart of the community.

Leaders have established positive partnerships between the school and families. Parents and carers speak highly of this 'very special school with a big heart'. Relationships between pupils and staff are caring and respectful.

Pupils are proud of their school and feel safe.

The school motto, 'Be the best you can be', runs through all areas of school life. Pupils speak confidently about what this means to them.

They say that in this school you need to be prepared to work hard and be challenged. Leaders help pupils to develop an understanding of equality and diversity through a wide rang...e of assembly topics. Pupils understand what it is to be a good citizen.

The active school council are proud of the difference they make in school and the wider community.

Pupils behave well both in and out of lessons. They are engaged in their learning and listen carefully to adults.

Incidents of poor behaviour and bullying are limited. Leaders deal with these incidents quickly and effectively. Pupils feel listened to.

They know that adults will help them if they are worried.

A small number of pupils do not attend school as regularly as they should. Leaders are supporting parents to help to bring about improvement.

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

Leaders have established a well-sequenced and coherent curriculum. Subject leaders provide effective support for teachers to ensure they have the knowledge they need to deliver the curriculum well. Teachers plan learning opportunities to deepen pupils' subject knowledge.

For example, in art pupils discussed the work of artists such as Banksy and the materials he uses. In computing, pupils recalled their learning on the coding required to power the Mars Rover. Teachers include opportunities for pupils to recall prior learning in most lessons.

However, this is often related to specific topic areas. In some subjects, leaders have not identified the key themes that help pupils to make links between their current and prior learning.

The leader for mathematics has an expert subject understanding and staff speak positively of the support that he provides.

All pupils, including those with special educational needs and/or disabilities (SEND), speak confidently about their learning and clearly enjoy their mathematics lessons. Teachers use daily recall tasks to ensure that pupils develop a fluent application of number skills. Leaders have ensured that the scheme of work has been adapted to address any gaps in learning that have developed during the period of remote learning.

Since the previous inspection, leaders have prioritised the teaching of reading. They encourage pupils to read a wide range of texts that are well matched to their reading levels. Regular quizzes and reward systems help to engage pupils and develop their love of reading.

They particularly like earning tokens for the book vending machine provided by the parent teacher association (PTA). Teachers read to pupils daily and model how to read with fluency. Pupils work in reading pairs and assess each other against a four-point fluency scale.

They say that this is a useful activity that helps them to become better readers. Leaders use assessment information effectively, to plan interventions to ensure that all pupils make good progress. Leaders have introduced a new synthetic phonics programme to support those pupils who still need to crack the phonics code.

The reading leader has ensured that staff have a good understanding of how to incorporate this into their reading lessons. However, some pupils need further support to help them use these phonics strategies consistently.

There is a comprehensive programme of support in place for pupils with SEND.

Teachers include pupils' individual learning targets effectively in whole-class teaching. They use a range of resources, such as wobble cushions, writing slopes and reading pens, to remove barriers to learning. Leaders ensure that pupils with SEND are included in all aspects of school life.

Teachers help to build pupils' independence and prepare them for the next stage in their education. Many parents speak positively of the support they receive and the positive impact this has had on their child. However, some parents feel that this support has been inconsistent since the departure of the permanent special educational needs coordinator (SENCo).

The headteacher, with the support of the governing body, has maintained a clear focus on school improvement. The governors have a thorough understanding of the development needs of the school and hold leaders to account effectively. The headteacher and deputy headteacher have fostered a strong team ethos and prioritise staff well-being and workload.

Staff feel valued and are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have introduced a traffic light system for monitoring safeguarding concerns.

They review this system regularly to ensure that they act on concerns quickly and effectively. Staff receive regular safeguarding training and understand what actions to take if they have a concern. Leaders have built strong relationships with families and use the early help system well to provide additional support.

Leaders ensure that pupils develop a good understanding of how to keep themselves safe. Pupils demonstrate a strong awareness of the dangers of online chatrooms and know how to respond to inappropriate contacts. Teachers ensure pupils have the confidence to speak out if they feel something is wrong.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils are not applying phonics strategies confidently. These pupils struggle to read and spell new or unfamiliar words. Leaders should ensure that the new phonics programme is embedded within all year groups and teachers use this consistently when teaching reading and spelling.

• In some subjects, such as geography and history, knowledge is too topic specific. This means that pupils are not building a secure understanding of wider subject knowledge concepts such as food and farming or conflict. Subject leaders should ensure these concepts are clearly identified and support pupils to make links between current and prior learning.

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