Fleetville Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Fleetville love to learn.

They are proud of their school and like to celebrate and share in others' successes. Pupils and adults in the school show a great deal of kindness, consideration and respect for each other. Consequently, pupils feel safe and attend school enthusiastically.

Pupils live up to the staff's high expectations. They behave exceptionally well. They listen carefully and work hard.

As a result, most pupils produce work of a high quality. All pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Promoting pupils' personal development is a strength.

Due to well-sequenced plan...ning, pupils learn a depth of knowledge that helps them make sense of the world. For instance, in history, they learn about past injustices such as, apartheid and link this to modern discrimination. Pupils are very clear about right and wrong.

As a result, they are well-prepared for the next stage in their education.

Pupils can attend a wide range of clubs that appeal to them. These cater to various pupils' interests, such as journalism and fencing.

The school also has a growing number of animals that pupils love to care for.

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

Leaders have constructed an ambitious curriculum. They have chosen the precise knowledge they want pupils to learn in most subjects.

As a result, knowledge builds well on what pupils have already learned. Leaders continue to refine some subjects. These do not yet contain enough detail about the precise knowledge that pupils will learn.

This makes it harder for teachers to break down the teaching into small steps, so that pupils can learn all the knowledge they need.

Reading has a high priority across the school. In each year group, the school has chosen some core books that pupils read.

These books are carefully selected to reinforce pupils' knowledge in other subjects. For instance, pupils' read a book set in Tudor times that helps them empathise with people from the past.

Teachers regularly check how well pupils are reading.

Where there are gaps in knowledge or pupils are not reading fluently, they receive precise support to help them catch up. This helps all pupils to develop into fluent and confident readers. All pupils learn to build more sophisticated vocabulary and understand more complex texts.

The words chosen for discussion are suitably challenging, which benefits pupils greatly, as they learn a broad and rich vocabulary.

Pupils with SEND are well-supported and learn the same ambitious curriculum as their peers. Teachers know how to adapt the curriculum for pupils with SEND.

They provide pupils with the precise support to help them access the curriculum. As a result, pupils with SEND achieve well.

Pupils behave exceptionally well.

In the classrooms, no learning is lost because pupils know and follow the school rules. Teachers apply these equally and fairly. Pupils understand that their own and others' education is important, so, they make the most of every learning opportunity.

They show interest and enthusiasm through their questions and the work they produce.

Pupils' personal development is promoted extremely well. The school provides a rich extra-curricular offer, including visitors and trips, which enriches the class learning.

The school teaches pupils about the wider world and their place in it. Leaders pose thought-provoking questions for pupils. As a result of pupils' well-developed knowledge, they can make informed and compassionate decisions.

The trust, school leaders and the governors work closely together. They share the same values and goals. The trust provides support to the school and checks how well the school is performing.

Governors support the school with community projects. Staff are supported with 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)

• In some subjects, the small steps of knowledge and skills that pupils need to learn are not identified precisely. Teachers sometimes do not help pupils build towards an understanding of more complex knowledge as pupils have not been taught the underlying knowledge they need to do so. The school must ensure that, in all subjects, the knowledge that pupils should learn is precisely identified and broken down into smaller components, so that teachers plan activities and sequences of lessons that build towards pupils understanding more complex concepts.