Leigh Beck Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils say that their school is a safe and special place to be. They are happy and enjoy attending.

Pupils talk excitedly about the events the school holds for the community, such as 'winter wonderland', when they can ice-skate. Pupils also appreciate the many clubs that staff run. They say that staff regularly go above and beyond to make school fun.

Pupils embody the school's values, the 'Leigh Beck Five Ways', in all that they do. Pupils are kind and have respect for each other. They appreciate that everyone is different, and that people have their own views that they can express.

Pupils know to talk through issues when they 'fall out' with friends. They sa...y that 'no one is picked on here'. Bullying is very rare.

Pupils enjoy the many opportunities to lead and to represent their peers' views. For example, pupils can be eco-warriors or pupil ambassadors. Pupils have a strong sense of social duty.

They contribute to improving their community, such as cleaning the beaches and working on allotments.

Almost all parents and carers recommend the school. Many are of the view that staff 'deserve a well-done' for all that they do for pupils.

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

Leigh Beck Junior School has improved a great deal since joining the Lion Academy Trust. The trust has invested considerably in staffing and resourcing, so that pupils receive a high-quality and rich educational experience. Pupils have access to an ambitious curriculum that prepares them well for the next stage of education.

There is an aspirational reading curriculum that helps pupils develop a love of reading. Leaders carefully choose books to help pupils broaden their horizons. Many pupils read daily, in line with leaders' expectations.

Pupils talk enthusiastically about a range of books and authors they have enjoyed. As part of the school's reading programme, younger pupils strive to be one of the school's pupils who can access any book in any book corner. Staff provide skilful help to pupils who are learning to read.

Staff teach the phonics programme effectively and ensure that pupils practise reading books that match their ability. Pupils become successful readers.

Leaders have designed the curriculum to help pupils gain important knowledge and understanding step by step across subjects.

In most subjects, this happens well. For example, in mathematics, pupils successfully use what they already know and can do to work out new problems of increasing difficulty.

Leaders ensure that teachers receive additional training and support to teach the curriculum effectively, so pupils learn and achieve well.

The trust provides regular opportunities for teachers to work together. Leaders and teachers appreciate the wealth of information they receive and the sharing of ideas to continually improve their teaching practice.

It is noticeable how confidently pupils can explain their learning.

This is particularly evident when pupils talk about what they learn in subjects such as science. Pupils speak knowledgeably and use appropriate vocabulary. In most subjects, pupils demonstrate that they are deepening their understanding well and know what they need to do to get better.

This is not the case across all subjects in the curriculum. Work is well under way to address this.

Leaders demonstrate high expectations in all curriculum plans.

However, some teachers are still getting to grips with how best to teach the curriculum in a few subjects. When teachers know the subject content they are teaching well, they extend pupils' thinking further through the questions they ask and the conversations they have. Teachers are clear about what pupils need to do to get better at the subject.

When teachers are less confident about the subject matter, they do not do this. Nor do they recognise when, or how best to move pupils on in learning more complex ideas.

Pupils with special educational needs and/or disabilities (SEND) have their needs identified and responded to quickly.

Pupils' individual support plans are precise and are regularly reviewed. Leaders provide additional guidance for teachers about the support for pupils who have education, health and care plans. Teachers respond in a timely fashion to pupils' changing needs.

Pupils with SEND are accessing the same curriculum as their peers and are achieving well.

Pupils are well behaved. Their all-round development is a high priority.

Pupils value the personal, social and health education (PSHE) lessons as they 'learn a lot about life'. Pupils learn about values and their place in society, as well as other cultures and traditions.

Safeguarding

The arrangements for safeguarding are effective.

Staff know pupils well. Adults readily spot when a pupil is upset or worried. Regular training ensures that staff understand the signs to look out for should a pupil be at risk of harm.

Staff are particularly caring and vigilant, ensuring that pupils' health and safety are given a high priority.

Leaders liaise effectively with external agencies to ensure that the most vulnerable pupils are kept safe. Governors and trust leaders keep a watchful eye so that safeguarding procedures are robust.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a very few subjects, teachers are still to gain subject expertise. In these subjects, pupils are not always helped to extend their ideas to learn more deeply and widely. Leaders should continue to refine and deliver training to develop teachers' subject knowledge further, so that teachers confidently teach all subjects well.

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