Ludlow Junior School

Highlights from Latest Inspection

What is it like to attend this school?

There is a strong sense of community and belonging at Ludlow Junior School.

The school is calm, orderly and purposeful. Staff and pupils build positive relationships. Pupils are treated as individuals.

Staff and pupils alike demonstrate positive behaviours that embody the school's values, which include patience, friendship and determination. Pupils are polite and well mannered. In lessons, pupils work hard, and they mix well at social times.

Adults are routinely on hand to help and support pupils when needed.

The school has high expectations for pupils' achievement. Pupils are encouraged to aim high.

This includes pupils with special educati...onal needs and/or disabilities (SEND). Pupils typically take pride in their work. Broadly, pupils rise to the school's high expectations and achieve well in key stage 2 tests.

Most pupils leave ready for secondary school.

Pupils develop their talents and interests through taking advantage of the many opportunities that the school offers. Pupils enjoy various roles and responsibilities.

For example, 'playground pals', 'site squad' and 'catering crew' all help with the smooth running of the school day. This enables them to increasingly take ownership of their own learning and behaviours.

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

The school's curriculum sets out the order that pupils should learn the essential knowledge, skills and vocabulary in a clear and logical way.

The school has ensured that the curriculum enables pupils' learning to be relevant and engaging. This is reflected in their achievement in many subjects across the curriculum, including reading, writing and mathematics. In many subjects, pupils recall their prior learning well and connect this to new content.

Pupils use technical words confidently and can usually explain their learning clearly. The school's methods for checking learning are secure. Occasionally, however, the teaching and learning activities do not support pupils to learn the intended knowledge as precisely as they could.

This hinders how well some pupils learn.

Reading and writing are at the heart of the school's curriculum. Staff have the knowledge and expertise to deliver the reading curriculum and phonics programme well.

Pupils enjoy reading and accessing the school's library. They talk about their favourite books and authors with confidence and enthusiasm. Typically, staff identify and provide strong support for the pupils who struggle more to learn to read and write fluently.

The school effectively identifies and addresses any particular needs that pupils may have, such as SEND or pastoral needs. The school makes appropriate adaptations and provides extra support for pupils who have gaps in their learning. As a result, staff support pupils with additional needs effectively, enabling them to achieve well.

The school celebrates pupils' positive behaviour and high levels of attendance. Pupils know the school rules for good behaviour, and they follow them. They are motivated not just by rewards but because they also know the right way to treat others.

Lessons are calm, and pupils can focus on their learning. Pupils enjoy coming to school, and most attend regularly. The school works effectively to improve the attendance of pupils who do not attend school as regularly as they should.

The school has a highly effective pastoral support programme.

The personal development of pupils is a strength of the school. The school has a well-structured personal development programme.

It teaches pupils about online safety, maintaining effective relationships and not to discriminate. Pupils speak of having a trusted adult in school with who they can share any worries. Pupils are highly respectful of each other.

This supports them to grow into responsible, well-developed citizens who are ready for life in modern Britain.

Staff feel valued and proud to work at the school. They appreciate the steps that the school takes to support their career development, well-being and workload.

Trustees know the school's strengths and areas for improvement well. They provide good support and challenge to the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, some staff do not explain new knowledge or design learning activities fully effectively. This means that some pupils do not learn the key knowledge the school wants them to as well as they could. The school needs to ensure that staff have the skills and expertise to support them in ensuring that pupils can learn the precise knowledge the school expects.

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