Liss Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils develop 'can-do' attitudes in response to the school's high expectations. Staff encourage pupils to try hard and persevere, especially when they find learning challenging.

All pupils, including those with special educational needs and/or disabilities (SEND), learn to grapple with learning when it gets tricky. Over time, this helps pupils to develop increasing independence and self-confidence. This purposeful approach supports all pupils to enjoy learning and achieve well.

The school's 'RICH' values underpin the calm and friendly school community. Pupils act on these, making positive contributions from frequent acts of kindness to undertaking leadership roles. T...hey undertake these roles with pride, helping to run activities and events, such as the school's recycling scheme or Sports Day.

Pupils learn how success can be achieved through togetherness. One pupil captured this by saying, 'We all help each other, and everyone benefits.'

The school's ethos of celebrating success motivates pupils to do their best and try new things.

The 'Golden Tree' is pointed out proudly by pupils, with leaves awarded to individuals in recognition of their sustained effort. Pupils participate keenly in opportunities to represent the school. Many compete in a wide range of sporting competitions and share their successes proudly on the crowded 'sporting achievements' display.

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

The school's curriculum thinking is ambitious and focuses on the precise knowledge pupils need to learn. Across the curriculum, there is careful organisation of when pupils learn important knowledge and skills. This includes deliberate opportunities for pupils to connect and make links between their learning in different subjects.

In core subjects, previous learning is revisited frequently. This helps pupils to know and remember more. However, this is not yet the case in some foundation subjects.

As a result, in these areas, some pupils struggle to recall their earlier learning.

Teachers' subject knowledge is secure across subjects. They use this to provide clear explanations and ask probing questions that check pupils' understanding.

Teachers promptly correct any pupils who have inaccurate understanding, so they can confidently apply new learning. Teachers use end-of-topic assessments to identify areas of knowledge where further teaching is needed. Staff know how to meet the individual needs of pupils well and use this knowledge to carefully adapt activities so that pupils, including those with SEND, learn effectively.

There is a well-considered approach to reading. Any pupils struggling with reading receive targeted, daily phonics sessions so that they catch up quickly. Through the curriculum, pupils read diverse and increasingly complex texts that support their development of comprehension skills.

Pupils read widely and enjoy regular visits to the library to choose books while being guided by book recommendations written by fellow pupils. Across subjects, the important vocabulary pupils need to learn is identified. However, it is not always explicitly taught in some foundation subjects.

As a result, some pupils do not know the meanings of subject-specific words.

Across the school, pupils' behaviour is considerate and respectful. In lessons, pupils follow well-established routines, which help them to learn well.

They listen carefully to teachers and raise their hands when they have ideas to share. Pupils work productively in pairs, reflecting the school's emphasis on pupils working together to solve problems collectively. At playtime, pupils act responsibly.

They play a range of games safely and invite others to join in.

Pupils' wider development is thought out well. Pupils learn about different faiths and the positive contributions that are made to society by historical figures from diverse backgrounds.

They meet representatives from other communities, including the twin school in Uganda. These activities support pupils in developing respectful attitudes towards equality and deepening their perspectives about modern Britain. Pupils learn how to look after their mental health and well-being.

They are encouraged to be active and try new experiences that are offered by the range of clubs.

The school continuously makes further improvements. Governors have secure oversight of progress with these and provide leaders with effective support and challenge.

Staff feel valued and appreciate actions that are taken to keep their workload manageable. These support teachers in focusing on further developing their approaches to teaching.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, pupils do not revisit previous learning systematically. Consequently, pupils struggle to explain important concepts that they have already been taught in these subjects. The school needs to ensure that staff support pupils to remember important knowledge over time in all subjects.

• In some foundation subjects, subject-specific vocabulary is not always explicitly taught. As a result, some pupils do not understand the meaning of important words and so cannot use them to support their explanations. The school needs to ensure that subject-specific vocabulary is taught with the same rigour across all subjects.

Also at this postcode