Emmbrook Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Emmbrook Junior School pupils speak with pride as they describe their school.

They are appreciative of being here because they know they are part of something special. Pupils are warm, friendly and courteous. They show kindness to visitors, staff and each other.

Pupils feel safe as everyone looks out for each other. They explained that bullying is almost unheard of but know exactly where to go for help when needed. Pupils, rightly, trust that adults will help them to address their concerns promptly and sensitively.

Pupils enjoy the chance to learn about, and celebrate, difference. As a specialist school for the deaf, every pupil learns British Sign Language a...nd many use this confidently. Pupils are fascinated by different lifestyles and religions.

They make new arrivals to the school feel particularly welcome.

Staff have raised the bar in recent years and now recognise how much pupils can achieve. They pull together to develop pupils' 'roots to grow and wings to fly'.

These high expectations are met by pupils who behave and achieve well. This happy and ambitious school has impressed parents too. Many commented on the improvements seen in recent years.

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

Leaders and governors prioritised the development of the curriculum after the previous inspection. Starting with English and mathematics, they supported curriculum leaders to improve their subject knowledge and to design a curriculum that is ambitious and organised. Staff receive clear training and direction.

They understand what to teach, when to teach it and know the methods that work best. Staff have a detailed understanding of what knowledge pupils have been taught already and build on this well. They check that pupils have grasped the key concepts they need for future success and revisit the most important knowledge when this is needed.

Most other subjects such as physical education (PE) and science are equally well organised. Staff follow the agreed sequence of learning, helping pupils to build an impressive body of knowledge. On occasion, staff try to link different subjects together using a single 'topic' or 'theme'.

Sometimes this approach works well. However, too often this confuses pupils as they try to make links between content that is not closely related.

Although most pupils read very well, leaders ensure that nobody slips through the net.

Careful screening and close links with the infant school ensure that pupils who struggle to read are picked up quickly and supported well. Staff use assessment effectively to identify and address the precise gaps in pupils' knowledge. Skilled staff help pupils to embed any phonics knowledge they have not fully grasped and to get plenty of practice until their reading is fluent.

Pupils with special educational needs and/or disabilities (SEND) are quickly identified and supported. Staff have access to a comprehensive range of assessment tools which they use to precisely pinpoint pupils' needs. They use this information well, providing just the right amount of support for pupils to access the curriculum and learn well.

By only providing the exact support that is needed, pupils with SEND develop both their independence and a strong work ethic.

Pupils enjoy extensive opportunities to explore their interests and passions. All disadvantaged pupils attend an after-school club and leaders now hope to increase the participation of other pupils as well.

Pupils develop their character by learning to consider opposing opinions. They embrace challenge and debate. Pupils disagree well here and discuss their views in a respectful and friendly manner.

Pupils are taught to follow the rules and consider their actions carefully. They develop good habits which help them to make responsible decisions when faced with new situations. Staff 'sweat the small stuff' and regularly praise pupils doing the right thing, incentivising others to follow their lead.

Despite the challenges of the pandemic, pupils have regained their strong attendance habits. They are seldom late and rarely miss a day of school.

Safeguarding

The arrangements for safeguarding are effective.

Pupils learn to look after themselves and their friends. They have an appropriate understanding of the risks they may face and are prepared to make good decisions when presented with unfamiliar situations.

Staff are skilled at spotting the small signs that a pupil may need help.

They record their observations diligently, sharing these with leaders without delay. Senior staff collate, analyse and consider this information carefully. They work with external agencies and charities to get families the right support at the right time.

Leaders doggedly advocate for families if the help they need is not forthcoming.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, unrelated content is unnecessarily grouped and taught together. This confuses pupils as they try to make links between disconnected knowledge.

Leaders should review the few remaining areas of the curriculum that commonly use this approach and ensure that appropriately linked knowledge is always taught in a logical sequence. It is clear that leaders are already taking appropriate action to address these weaknesses. For this reason, the transitional arrangements have been applied.

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