Fairfield Endowed CofE (C) Junior School

Highlights from Latest Inspection

Outcome

Fairfield Endowed CofE (C) Junior School continues to be a good school.

What is it like to attend this school?

This is a caring and inclusive school where pupils are happy and achieve well.

The school is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). It provides effective support to pupils with SEND who achieve well. Pupils are proud of their successes.

The school has high expectations for pupils' behaviour and conduct. Classrooms are organised and calm spaces where pupils learn well with established routines. Pupils play together happily at social times.

Most pupils respond positively to the school's reminders... about 'good manners.' However, some do not show respectful attitudes to others.

Pupils flourish through the wider opportunities the school provides.

The popular school clubs develop pupils' interests and talents. Toy brick-building, football and drama clubs are some activities that pupils enjoy. The school listens to pupils' ideas, for example, in setting up the 'loom band' club.

Pupils are excited about the opportunity to run their own radio station.

Pupils have confidence in the school's support for them. Pupils value being listened to.

They have 'trusted adults' that they can share any worries with.

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

The school has a curriculum that is ambitious for all pupils to achieve well. Pupils' learning builds well over time.

The curriculum outlines what must be learned and remembered by pupils, and when. However, in some subjects, the curriculums do not take fully into account any gaps pupils may have in their knowledge when introducing new learning.

The curriculum is largely taught well.

Information is presented clearly and questioning helps pupils learn new vocabulary. Resources are selected appropriately. However, occasionally, new knowledge is introduced too soon for some pupils.

At times, staff do not take enough account of what pupils already understand when they decide what must be taught next.

Reading is prioritised. Pupils improve their reading fluency and comprehension over time.

They benefit from hearing expressive reading, which they replicate when they read aloud. Pupils, including those with SEND, are inspired to write using the new vocabulary that they have read. The school supports pupils who struggle to read and need to catch up.

Pupils benefit from consistent routines to learn new sounds. The school ensures that books are matched to the sounds that pupils are learning. The school encourages pupils to practise reading at home.

Pupils are proud of their reading achievements.

Pupils benefit from comprehensive personal, social, health and economic (PSHE) education. They understand about staying safe, such as when online.

They value workshops, for example, to understand the role of the police. The school provides effective pastoral support for all pupils' well-being. Support for pupils with SEND ensures that they engage well with school life.

Pupils flourish from the trips that enrich the curriculum. For example, they enjoy visiting a museum to deepen their understanding of the Second World War. They connect their understanding of the animals seen at the zoo with their study of rainforests in geography.

Pupils' attitudes to learning are generally positive. The school is consistent in reminding pupils about expectations to focus when learning. Pupils are proud of their many achievement badges.

These include awards for good attendance. The school manages attendance well.

Leaders, including governors, know the school well and are effective in undertaking their legal duties.

Many parents and carers appreciate the good quality of education the school provides. However, some do not fully appreciate the school's many strengths. The school provides opportunities to celebrate pupils' achievements that many parents attend, including, for example, musical performances and curriculum events.

The staff are united in their vision for inclusive education. Staff appreciate the leadership support they receive for their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all pupils show the respectful attitudes that they should. Some pupils do not consistently meet the school's expectations about 'good manners'. Learning is occasionally interrupted and the calm learning environment and positive ethos is sometimes disturbed.

The school should ensure that all pupils meet the school's high expectations for behaviour and conduct. ? The school is refining its new, well-sequenced subject curriculums. However, these curriculums do not consistently take account of gaps in pupils' prior learning.

Consequently, gaps in prior learning are not always addressed. The school should continue to refine the curriculum and ensure that subject curriculums address gaps in prior learning thus enabling pupils to know, remember and do more over time. ? Not all staff check carefully enough what pupils have learned before moving onto new learning.

As a result, sometimes new learning is introduced before pupils are ready, which can limit how well they are able to consolidate their learning. The school should ensure that all staff check pupils' secure learning before moving on, thus enabling to pupils to build learning progressively.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in April 2019.

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