Kingsway Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Kingsway Junior School are proud to call their school inclusive.

Pupils instinctively share the school pledge and in this state that they 'will show respect and kindness to others'.

This commitment is evident in their actions. As a result, pupils learn and play happily alongside each other throughout the school site. They show respect for adults in school and follow instructions in a considerate way.

They choose to behave this way because they care about being part of a happy community.

Pupils have lots of opportunities to use and develop their speaking skills. This is helping them to gain confidence in their voice and a broad vocabulary....r/>
This also supports them to show leadership in a range of school roles. These include opportunities for pupils to be peer mentors and members of the school council.

Pupils show strong understanding of the differences that exist among themselves and see this as positive.

They celebrate uniqueness and say that discrimination is never tolerated. Pupils say that bullying is not a normal feature of their school life. If it does happen, pupils are confident that adults respond and deal with it straightaway.

They describe adults in school as 'trusted' and having these adults around makes pupils feel safe.

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

Leaders have designed a curriculum that engages all pupils. This is presented through an ambitious range of subject lessons.

The knowledge that pupils must learn is set out in precise steps on curriculum plans. Teachers follow these with care. They present new concepts well, providing clear instruction.

This helps pupils know how to succeed. Teachers use assessment well to check what pupils can remember. They use this information to make changes to lessons and provide more time for pupils to practise, if needed.

As a result, all pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

On the whole, provision for pupils with SEND works well. Staff have the knowledge to identify pupils' barriers to learning.

Leaders have specific expertise to help teachers with this. This leads to the provision of precisely identified support that some pupils need to access the curriculum. However, for a small number of pupils, the support agreed is not always in place when it needs to be.

Leaders' work to address this has started, but is not complete.

Leaders prioritise the teaching of reading. They know that pupils' reading ability transforms their capacity to learn, both now and in the future.

Leaders provide pupils with a wide range of interesting texts to discover and explore. Pupils enjoy daily opportunities to read and reflect on the content of their books. Leaders have also introduced a new phonics programme.

This is supporting many pupils to build accuracy and fluency when reading. Through daily reading activities, staff identify pupils who have gaps in their reading knowledge. They make sure that this is addressed immediately so that pupils have no barriers to learning.

There is some minor variation in support for pupils needing extra help with reading. This is because some staff are still developing the specific expertise needed to make best use of the phonics programme. Leaders are already acting effectively to address this.

Pupils are being supported to develop their wider understanding of the world in which they live. Pupils show high levels of empathy. Lessons make time and space for pupils to debate their opinions and discuss cultures and faiths.

This supports them to grow in a respectful environment where the needs of others can be listened to and understood. Pupils' mature attitudes and conduct support everyone to be able to think and focus on classroom activities.

Leaders, with the support of governors, have been steadfast in seeking the views of parents and carers and pupils.

They have responded to improve the behaviour of pupils. This has made a positive difference to the experience that pupils have in school. This is widely acknowledged, and both pupils and parents appreciate the dedication of staff in bringing about this change.

Safeguarding

The arrangements for safeguarding are effective.

All staff have been trained very effectively to understand their safeguarding responsibilities. Their knowledge of important issues is up to date and relevant.

Staff follow clear routines to communicate any concerns they have about a pupil. Leaders swiftly respond and take action to ensure that pupils receive support and are kept safe.

Pupils know how to keep themselves safe, including when using technology.

Visits from outside agencies, including the police, help to educate pupils about wider risks to which they should be alert. Leaders also communicate important information to parents that supports them in protecting their own children. This includes information about online games that their children might access at home.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Targeted support provided for a small number of pupils with SEND does not always accurately reflect the identified needs in their plans. This can result in these pupils missing important opportunities to practise the agreed skills and knowledge they need to prioritise. Leaders must monitor provision for pupils with SEND carefully, providing additional training for staff where needed, to ensure that all pupils achieve the best they possibly can.