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Larkfields Junior School is a caring and inclusive school.
The school has high expectations of all pupils. Pupils behave well. They understand and apply the school's 'Take Care' values consistently well.
Pupils are happy at school. They enjoy learning. Relationships between staff and pupils are positive.
The school is calm and orderly. Pupils get along well with one another. They are polite and well mannered.
Many enjoy playing sports and games together at playtime. Most pupils think that staff are fair when dealing with any behaviour issues. Pupils say that bullying hardly happens.
They know staff will deal with any bullying if it did occur....
Pupils feel safe in school. They know how to keep themselves safe when online.
The school provides effective support for pupils' well-being. Many pupils go to the school's 'Place2talk' service if they need to talk about any worries they may have.
Pupils embrace having leadership responsibilities in school.
Pupils take on roles such as 'take care reps', 'sports crew' and reading ambassadors. The school provides a range of extra-curricular clubs to nurture pupils' talents and interests. For example, many pupils attend chess club, football, 'magical maths' and 'young voices'.
What does the school do well and what does it need to do better?
The school has designed an ambitious and inclusive curriculum for all pupils. The curriculum is underpinned by the school's six 'key drivers'. These help pupils practise being an independent learner, a creative thinker, a team worker, an effective participator, a self-manager and a reflective learner.
In most subjects, the curriculum is well planned and details what pupils should learn and when. This helps teachers to deliver the curriculum well in most subjects. In a few foundation subjects, the school's curriculum planning is not as precise.
This means that pupils do not always successfully build on what they have learned in these subjects over time.
Teachers have good subject knowledge. They present new information clearly.
Teachers question pupils well to check their understanding. Teachers select well-considered activities in lessons to support pupils' learning. This means that most pupils are clear about what they are learning and why.
For example, in mathematics pupils confidently recall their learning and how it builds on what they have learned previously. In English, pupils' work shows that they understand how to use punctuation and grammar correctly. The quality of pupils' writing is not consistently well developed in all subjects.
Pupils do not always get opportunities to develop detailed written responses. This means that some pupils do not develop their writing skills well. As a result, pupils do not always achieve as well in this aspect of their learning.
The school has prioritised reading. Pupils read at the start of each day and have regular reading lessons. Teachers also read stories to pupils every day.
This helps most pupils to develop a love of reading. The school supports pupils who are at the early stage of learning to read well. These pupils receive daily support from well-trained staff.
As a result, they quickly and successfully develop fluency and confidence in reading.
The school ensures that pupils with special educational needs and/or disabilities (SEND) get the help they need. All staff have the information they need to help these pupils.
Teachers adapt learning activities well so that these pupils access the same curriculum as their peers. This means that pupils with SEND learn successfully alongside other pupils.
Pupils behave well in lessons.
Staff regularly reward pupils for 'doing the right thing'. The school works well with pupils who need extra support to manage their behaviour. This work helps these pupils to develop positive attitudes to learning.
The school has planned well for pupils' personal development. Pupils learn about healthy eating, different types of relationships and how to look after their mental health and well-being. They learn about different religious beliefs and cultures.
Pupils understand the importance of fundamental British values, including tolerance and respect for others. Pupils get high-quality pastoral care.
Staff enjoy working at the school.
They feel well supported. Governors know the school well. They actively support the school so that it continues to build on its strengths.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few foundation subjects, the school has not yet precisely identified the important knowledge that pupils need to learn and remember. This means that pupils do not always build on what they have learned and develop their knowledge well over time in these subjects.
The school needs to ensure that all subjects clearly identify the knowledge that pupils should learn and when. ? The quality of pupils' writing is not consistently well developed in all subjects. Pupils do not always get opportunities to develop detailed written responses.
This means some pupils do not develop their writing skills well. As a result, some pupils do not always achieve as well in this aspect of their learning. The school should ensure that pupils get opportunities to develop detailed written responses so that they can develop their writing skills.
