Headfield Church of England Voluntary Controlled Junior School

Highlights from Latest Inspection

Outcome

Headfield Church of England Voluntary Controlled Junior School continues to be a good school.

What is it like to attend this school?

Pupils enjoy attending Headfield Church of England Junior School. There are high expectations for their learning and behaviour.

The environment is impressive. Displays showcase the pride that pupils take in their work. Pupils behave well.

This is evident in classrooms and the way pupils move around the school calmly and sensibly.Pupils are respectful of people's differences. They recognise that it is alright to have different views.

One pupil, typical of many, said, 'Our values of achieving and believing together means that we respec...t everyone's beliefs.' Pupils feel safe in school. Bullying is rare.

Pupils know a trusted adult will help them if they have any concerns.The school is aspirational for pupils. Pupils respond well to the school's high expectations.

All pupils, including pupils with special educational needs and/or disabilities (SEND), achieve well. Pupils have positive attitudes to learning. They listen carefully to teachers' instructions and concentrate in lessons.

Pupils enjoy experiences that enrich the curriculum. The curriculum is brought to life through opportunities to visit places of interest such as local places of worship.

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

The school ensures that learning to read is a priority.

The school checks the sounds pupils know as soon as they enter Year 3. Pupils follow a well-planned reading curriculum. If they fall behind, pupils receive extra support to help them catch up.

The books that pupils read are well matched to the sounds they know. This helps them to build their confidence when reading. The school promotes a love of reading well.

Pupils enjoy visiting the well-stocked library to choose books and enjoy reading in a quiet, relaxing area. As a result, by the end of Year 6, pupils are well prepared for the next stage in their education.

In mathematics, pupils' knowledge and skills build logically on what they learn each year.

Pupils spend time each day practising skills they have learned. Pupils have frequent opportunities to develop their problem-solving abilities and apply their knowledge and skills. They remember important mathematical knowledge well.

For example, pupils can talk confidently about how they use their knowledge of perimeter to create different equations.The school checks what pupils know and can remember in English and mathematics. They use this information well to plan pupils' next steps.

However, the school's checks on pupils' learning in some other subjects are not as effective. The school has not yet introduced a system to check how well pupils are learning the curriculum in foundation subjects. Therefore, some leaders do not know how well pupils are doing in their subject.

Pupils with SEND receive effective support. There are clear systems in place to identify pupils who may need extra help. The special educational needs coordinator provides staff with further advice where needed.

Staff work well with outside agencies to provide pupils with the help they need. As a result, pupils with SEND achieve well.

Behaviour in classrooms and around the school is good.

Relationships between pupils and adults are positive. Pupils know that adults care about them and go out of their way to help them. There are lots of opportunities for pupils to make a difference in school.

For example, the sports leaders help to run a club for other pupils. Pupils in Year 3 visit local infant schools to speak to younger pupils about life in junior school. Pupils are respectful of people who have different backgrounds or beliefs.

Governors have a clear understanding of the school's priorities. They support and challenge leaders well. Leaders are determined to ensure that pupils are well prepared for life in secondary school.

Staff are highly appreciative of the support they receive. Leaders are careful to make sure that they consider staff workload. Staff are supportive of one another and work together well.

They are focused on making improvements to pupils' learning.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Systems to check what pupils know and can remember are not embedded in all subjects.

The school does not have a comprehensive understanding of how well pupils are learning the intended curriculum in some subjects. The school should ensure that effective systems are in place to check what pupils know, remember and can do in each subject of the curriculum.

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 July 2019.