Janet Duke Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Janet Duke School is a friendly and supportive learning environment for pupils.

Pupils enjoy attending school because they feel safe. They know there is always help available. Pupils are proud of their school.

Pupils describe their school as having a good atmosphere. They work well together and say they are a 'good team'.

Pupils enjoy learning because lessons are interesting.

They strive to achieve their best and meet the high expectations that teachers set. Pupils are proud of their achievements and are eager to show their work to visitors.

Behaviour is good.

Pupils show respect for one another and adults. They behave well in lesso...ns and listen attentively to teachers. Pupils say teachers help them when they find the work difficult.

At playtime, pupils play well together. They say one of the best things about the school is that 'everyone is so polite'. Disagreements do happen and adults support pupils to solve the issues.

Pupils are confident that if bullying happened, adults will deal with it well.

Pupils enjoy the range of after-school clubs and sporting activities available. Pupils have the opportunity to show leadership in roles such as 'form ambassadors' and 'eco-captains'.

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

Leaders have developed an interesting and ambitious curriculum. In most subjects, the important knowledge and skills pupils need to learn is clearly set out. Activities are designed to build upon pupils' previous learning so they develop a strong base of knowledge.

Staff make sure pupils revisit and recap knowledge previously taught, so they remember it with ease. However, in a small number of subjects, the curriculum does not set out the precise knowledge or skills to be learned. As a result, pupils may miss out on key facts and skills needed to be successful in the next stage of their learning.

Teachers have secure subject knowledge. They check pupils' understanding throughout lessons. Teachers modify teaching to ensure that all pupils have grasped the key knowledge and skills before moving on to the next unit of work.

High priority is given to the teaching of reading and the development of pupils' vocabulary. From the moment pupils enter Reception they are taught to read. Staff follow a consistent approach to teaching phonics.

Children learn their sounds swiftly and accurately. Staff check that pupils know the sounds they need to read. Any pupil who is struggling quickly receives extra help.

Most pupils in key stage 1 read accurately and fluently. Older pupils enjoy reading a range of interesting books and understand why reading is important.Pupils with special educational needs and/or disabilities (SEND) receive the help they need in order to learn alongside their peers.

Staff know the pupils with SEND well and understand the support they need to be successful. As a result, learning activities are adapted and pupils with SEND access the same curriculum as others and achieve well.

Leaders have high expectations for pupils' conduct There are clear systems in place to support pupils to manage their own behaviour.

These are understood well by staff and pupils. Pupils who have difficulty managing their behaviour are given effective, targeted support. Personalised programmes help pupils to understand their emotions and how to manage them positively.

As a result, lessons are rarely disrupted.

Leaders' focus on pupils' personal development results in pupils having a secure understanding of values such as honesty and tolerance. They understand that it is important to treat everyone equally.

They say that 'everyone is welcome in the school'. Pupils understand the importance of healthy lifestyles. After-school sports clubs are popular and help pupils to keep fit and develop teamworking skills.

Pupils enjoy the trips and visits on offer.

In early years, children get off to a reliable start in their reading, writing and mathematics. This is because for these areas of learning leaders have clearly set out what children need to learn and by when.

However, this is not the case in other areas of the curriculum. There is not enough guidance to ensure that children learn what they need to and secure important knowledge so they achieve well throughout the curriculum. As a result, some children have gaps in what they know and can do.

While this is the case, leaders have identified the issue and have plans in place to address it.

Governors have high expectations for pupils. Their individual expertise is used effectively.

Governors provide a balance of challenge and support to leaders. Governors are considerate of the well-being and workload of leaders and staff.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding has the highest priority at the school. Leaders have ensured that all staff are trained in how to keep pupils safe. Staff are extremely vigilant in noticing any signs that may indicate a pupil is at risk.

Staff report every concern, no matter how small. Leaders follow these up straight away.

Leaders have developed an open culture where pupils are willing to share their concerns.

Pupils know how to keep themselves safe. The safeguarding team works closely with families. When appropriate, they involve other agencies to work with pupils and their families.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the learning programmes do not identify the most important knowledge pupils need to learn and recall. Some pupils are not developing the secure knowledge they need to achieve their best. Leaders need to ensure that there is clarity in all their curriculum intent to make sure that all pupils are provided with lessons that help them learn, practice and remember the most important knowledge they need for future success.

• While children in early years learn to read, write and use their mathematics skills well, other areas of the curriculum are not as well thought through and delivered. As a result, there are gaps in what children know and remember. Leaders need to ensure that the early years curriculum provides children with a broad and balanced curriculum experience, so children develop the secure foundation of knowledge across all areas of learning they need to be successful in Year 1.

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