Joydens Wood Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and feel safe in school. They enjoy school and the learning opportunities across the curriculum.

Since the last inspection, the school has taken swift action to make significant changes to the curriculum. However, in some subjects these developments are still in their infancy. Pupils have gaps in their learning which is impacting on their achievement.

School values are at the heart of school life. Pupils know these values well and are proud to demonstrate them. For example, understanding that we are all different and appreciating other people's beliefs and opinions.

Pupils demonstrate their confidence to speak out and share ideas. For instanc...e, in Year 4 computing, pupils engaged in a discussion about artificial intelligence. Behaviour across the school is positive, pupils focus on their learning and work well together.

If pupils have any worries or concerns, they know adults will listen to them and provide support.

Pupils are extremely proud of their contributions to the school community. They relish the opportunity to apply for the wide range of leadership roles.

Pupil parliamentarians share the range of initiatives they have helped to implement. For instance, the organisation of a larger library at the heart of the school. Eco leaders encourage pupils to take care of the school environment and consider the impact of how they travel to school.

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

The new curriculum enables pupils to study a broad range of subjects. The curriculum supports teachers to adapt learning to meet the needs of pupils with special educational needs and/or disabilities (SEND). The sequence of learning is clear, and pupils build knowledge over time.

However, this work has not had time to fully impact on what pupils know and remember. Some pupils have gaps in their learning. The gaps in knowledge are reflected in the published outcomes for the school.

The school has introduced more careful checks of pupils' progress to enable gaps in learning to be addressed.

A focus on training has ensured staff have secure subject knowledge. Teachers explain concepts well and show pupils how to learn.

In mathematics and reading lessons, teachers provide regular opportunities for pupils to check and recall prior learning. This practice is not consistent across all subjects. Adaptations to lessons enable pupils with SEND to access learning.

For example, adults show calculations and provide equipment to help pupils visualise the calculation.

Writing is not taught consistently across the school. Pupils are not developing cursive handwriting, and some pupils are not forming letters correctly.

This is hindering the fluency of writing across the curriculum. Pupils are not showing the extent of their knowledge in their writing.

The school has placed a high priority on developing reading.

Daily phonics lessons support pupils at the early stages of reading. Pupils read books matched to their level of understanding. Staff have received training, and the phonics scheme is taught consistently.

Pupils are sounding and blending effectively. Reading fluency is a focus for some pupils who receive targeted support. Pupils immerse themselves in whole class reading of texts.

Pupils understand new vocabulary and have greater comprehension of what they read. They enjoy reading.

The school has high expectations of pupils' behaviour and attitudes to learning.

This supports pupils to behave well. Teachers use the school values to support positive attitudes to learning, for example developing resilience. Pupil attendance is a school priority.

Leaders carefully track pupil absence and provide effective support to families. The school is exploring ways to develop curriculum enrichment opportunities. Pupils are enthusiastic about their learning through history workshops, but they would like more trips and experiences.

There are a wide range of sporting activities and pupils are proud to represent the school at local tournaments.

Leaders have worked closely with the trust and local committee board to identify areas of development and bring about swift improvements. They are ambitious in their strategic developments for the school and want to ensure pupils experience a secure learning journey as they move through the school.

Staff value the learning and support from leaders and the trust. They enjoy the collaborative approach of the staff team.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not fully supporting some pupils to develop handwriting skills, particularly with correct letter formation. As a result, their learning in other subjects, where writing is integral, is not as successful as it could be. The school should review and strengthen its approach to developing these foundational skills so that pupils develop accurate and fluent handwriting.

• In some foundation subjects, assessment is not used precisely to check what pupils learn and remember. In these instances, pupils do not consistently develop the same depth of knowledge and understanding as they do in other subjects. The school should ensure that staff consistently identify misconceptions and gaps in pupils' learning and use this information to inform their teaching.

• The design of tasks does not enable pupils to fully achieve the aims of the foundation curriculum. As a result, pupils' written work in these subjects is not as strong as it should be. The school should carefully develop pupils' writing skills across the curriculum so they can demonstrate the depth of their subject knowledge.

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