Howden Junior School

Highlights from Latest Inspection

What is it like to attend this school?

The new headteacher has made impressive changes at Howden Junior School.

Pupils think these changes have made it a better place to learn and all pupils can do well now. Teachers expect pupils to do their best.

Behaviour has got better.

Pupils want to learn. They promote the right to be safe, the right to learn and the right to be valued. Pupils look forward to special Friday lunch and enjoy it when their class achieves the lunchtime award.

Pupils say that cyber-bullying has sometimes happened after school. They learn about acceptable behaviour online. They say that they understand what to do if cyber-bullying happens.

There is a wide range o...f after-school clubs that many pupils attend. Pupils take part in local art and music events. This makes the school a big part of the community.

Pupils know how to stay safe when they learn how to cross the road, ride a bicycle or use the internet.

Parents and carers support the new headteacher and like the changes he has made. They say that their children learn more now and behave well.

Teachers go out of their way to help their children to learn. Parents say, 'there is a real buzz about the place.'

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

Learning to read is important in this school.

The leader for reading has made considerable changes to the reading curriculum since the previous inspection. Some pupils are still learning to decode words. They have lessons to help them read fluently with books that match the sounds they know.

Teachers introduce new sounds that pupils repeat and write in their workbooks.

Everyone loves the new library. There is a broad range of books from which pupils can choose.

These books interest and motivate pupils to read more. A diverse range of books is used in daily reading lessons. In these lessons, teachers explain how to answer questions about the texts well.

A system for teaching mathematics is in place. The next steps pupils need to take across each year group are set out. Leaders view pupils' learning of mathematical vocabulary as essential.

Pupils use practical resources and mental arithmetic to support them in becoming competent mathematicians. Leaders have changed the way in which teachers deliver mathematics lessons. The new way of working is not yet embedded.

Teachers do not always teach mathematics in a correctly sequenced order. They repeat too much of what pupils already know, so pupils are not always challenged. Leaders need to make sure that mathematics lessons challenge pupils appropriately.

The leader for pupils with special educational needs and/or disabilities (SEND) identifies the barriers pupils have. Teachers make appropriate adaptions. Staff provide a wealth of support that helps pupils with their social and emotional needs.

This makes sure that pupils with SEND access the same lessons as their peers.

The curriculum for foundation subjects is ambitious. Subject leaders are knowledgeable and passionate about their subjects.

They manage their subjects well. Teachers check regularly what pupils can remember. In some lessons where the sequence of learning is disjointed, starting points for pupils are too broad.

Some pupils cannot remember what they have learned.

Pupils learn how to be good citizens. They uphold the school's values of 'care, curiosity, courage and community'.

Pupils take part in a variety of activities across the curriculum. They vote for school council members. Pupils discuss their rights at the beginning of the year.

In class and assemblies, pupils learn about prejudice and the celebration of difference.

Pupils feel safe in school. Visitors, such as the police and fire services, help pupils to understand about the world of work.

High-quality resources and religious stories help pupils to learn knowledge of the different world faiths. High attendance ensures that pupils are able to access the curriculum offer fully. They do not miss any valuable learning opportunities.

Governors have taken decisive action to improve the school. This has been successful. Governors know that they have a responsibility to safeguard pupils.

They check regularly that safeguarding procedures are effective.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make relevant safety checks on all adults in school.

Leaders have a comprehensive training programme in place to train adults in all safeguarding areas. Adults know how, and where, to record any concerns that may arise. A strong pastoral team provides guidance and help for families who need additional support.

Leaders engage well with external agencies. This means that pupils receive a range of professional support.

The curriculum includes raising awareness of personal, emotional and online safety.

Pupils learn about the risks they may face in and outside school. They learn how to seek help and support if necessary.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, such as French, the teaching sequences in lessons are not designed to help pupils remember what they have learned.

Some pupils do not retain new learning because lesson content is too broad. Leaders need to further evaluate how curriculum plans are sequenced to make sure that pupils are able to retain the knowledge that they require. ? In mathematics, the work that teachers set for some pupils is not sufficiently challenging.

This means that some pupils are repeating things that they already know and can do. Some pupils lose momentum in their learning. Leaders need to ensure that the work that teachers set in the mathematics curriculum accurately matches pupils' ability and identifies their next steps in learning.

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