Killisick Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Parents and carers and pupils told us that Killisick has improved. A typical comment was, 'Since the headteacher started, the school has been completely transformed. Children feel cared for, behaviour has improved and there is a sense of community.'



Most pupils enjoy school. They like the clubs and activities that are available. Many pupils told us how much they enjoy learning in class and in assemblies.

Pupils also said that they feel proud to have responsibilities and to be able to help others.

A new approach to managing pupils' behaviour is working very well. Behaviour has improved, although some pupils need reminding to follow instructions.
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Pupils told us that bullying was very rare but that if it occurred, it was always dealt with.

Pupils know that staff, their friends and the 'behaviour buddies' will help them if they have concerns. Pupils enjoy their breaktimes because they have so many activities to keep them busy.

Killisick is a happy school. We found it to be an ambitious, thriving family, where everybody works hard and pupils are well prepared for the future.

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

Leaders have improved the quality of education provided for pupils.

They have made reading a focus of the school's work. The library has interesting books and is popular with pupils. Staff teach pupils the skills to read accurately.

Teachers help pupils who fall behind in their reading to catch up. The pupils who read to inspectors were able to tackle unknown words.

Most subject plans are clearly structured.

In reading, mathematics and history, teachers follow detailed plans that develop pupils' knowledge and skills in a clear sequence. In these subjects, pupils achieve well. Plans for some subjects are less developed.

For example, plans in art, music and modern foreign languages do not set out how each theme will develop pupils' knowledge. However, it is clear from the actions that leaders have already taken that they are in the process of improving these plans. When teachers followed well-structured plans, pupils remember more.

For example, pupils were more confident when discussing what they had learned about the second world war than when discussing collage.

Teachers adapt the curriculum well for pupils with special educational needs and/or disabilities (SEND). Staff understand pupils' needs and provide good support.

Pupils with SEND flourish.

Behaviour has improved. However, not all staff mange pupils' behaviour well.

Some pupils cause minor disruption for other pupils. Leaders have prioritised pupils' personal development. Pupils told us that they feel valued and included.

They understand about democracy and know that following the rule of law is part of being a good citizen in modern Britain.

The headteacher has improved communication with families. This was evident during the celebration assembly held during the inspection.

Several parents commented on this, saying, 'The school is very welcoming to parents and children.'

The Flying High Trust and school governors fulfil their roles effectively. The trust has helped to improve the school.

For example, they have appointed capable, experienced leaders who have focused on getting the basics right, so that the school can thrive.

The teaching and support staff are a harmonious team. Feedback was very positive in the staff survey about the level of engagement from leaders and the sensible approach taken to workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that systems to safeguard pupils are robust and comprehensive. Staff are well trained and know how to respond to concerns about pupils' care and welfare.

Staff know pupils well and take their welfare very seriously. Staff give visitors clear guidance about the school's expectations to ensure that pupils are safe. Designated safeguarding leaders work effectively with external agencies and maintain accurate records so that nothing is missed.

Pupils understand how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Curriculum design, in some subjects, is in its early stages. Pupils do not achieve as well as they should in all subjects.

Leaders should ensure that more rigour is applied in foundation subject planning, so that all curriculum areas are coherent and well sequenced to build on pupils' knowledge so that they know and remember more. . Leaders need to ensure that the behaviour policy is applied consistently by all staff, so that the behaviour of a small proportion of pupils does not disrupt the learning of others.

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