Mayhill Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Each morning, pupils are warmly greeted at the school gate.

The thoughtful staff know every pupil by name. Time is taken to identify pupils' needs and where additional help may be required. Year 6 pupils particularly value this as they look to their transition to secondary school.

They describe being eager to achieve well, supported by staff who remind them, 'We've got this.'

In lessons, pupils use the 'Mayhill Habits' to inform how they and their classmates should behave. This includes the 'respect' they must show each other and the importance of building their 'independence' as they learn.

Because of this, pupils strive to meet and achieve the hig...h expectations staff have of them. They actively celebrate the achievements of their friends.

Pupils feel valued and safe, knowing there is always a trusted adult they can talk to.

They appreciate how they are being helped to learn and grow by both their school and village communities. Pupils from service families, known as the 'Mayhill Heroes', know that help is always provided when they need it the most, particularly when their parents are deployed. The well-trained staff, ably supported by the school dog 'Angus', encourage pupils to explore and manage their emotions.

This supports pupils to learn well.

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

Knowing and fostering the unique talents of every pupil are at the heart of Mayhill. Leaders and staff ensure the personal development of pupils is of the highest quality.

The school has seamlessly woven enrichment visits and experiences through its curriculum. Pupils eagerly recollect their residential trips, whole-school performances and lessons about the 'Mayhill Habits' that have given them the courage to learn and achieve. They are particularly proud of their artwork, which is celebrated in every school corridor.

This work reflects how pupils are encouraged to be creative, use their imagination and appreciate that everyone can have a different perspective.

Staff regularly explore where improvements can be made to pupils' academic learning. The newly formed leadership team has made extensive changes to the curriculum.

Leaders continue to implement developments to strengthen pupils' knowledge. The school recognises this process is ongoing and further work is needed to ensure all pupils are secure in their understanding.

Importantly, staff have the expertise they need to check what pupils know and can do.

This information is now being used more effectively to identify and act on any gaps pupils may have in their knowledge. This is due to some previous weaknesses in the curriculum. The initial impact of these well-considered improvements can be seen in aspects of pupils' work and in how well they have recently achieved in national assessments.

Classrooms are inclusive, where pupils with special educational needs and/or disabilities (SEND) learn alongside their peers. However, the support provided by staff for pupils with SEND is not consistent. At times, learning is not well adapted to ensure the specific needs of these pupils are consistently met.

Pupils benefit from other interventions, such as reading support for those who are not fluent readers. Well-trained staff help pupils to decode words using phonics. Therefore, pupils acquire the reading skills they need to learn across the school's curriculum.

Pupils rarely miss a day of school. They have a strong understanding of right and wrong and are encouraged to be responsible. On occasion, particularly when learning is less precise, pupils can become distracted.

The small number of pupils who find it more difficult to manage their behaviour get additional help. Central to this is the time staff take to really get to know pupils and their families. When needed, support from external agencies is requested and used to help pupils with the most complex needs.

The school's environment inspires pupils. 'Book nooks' and the improvements to the school's library are encouraging pupils to read more widely. This is building their understanding of literature and the diversity in modern Britain.

The outside 'chill-out' spaces and the 'Secret Garden' are appreciated by pupils and their parents and carers. These reflect how leaders listen to the views of their school community as pupils are readied for the next stage of their education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff are not consistently giving pupils with SEND the specific support they need to learn well. The learning for these pupils is not aways appropriately adapted to help them secure important knowledge and skills. The school must ensure that staff have the expertise they need to help pupils with SEND achieve well across the curriculum.

• Due to previous weaknesses in the curriculum, some pupils have some gaps in their knowledge that hinders them building their learning over time. As a result, some pupils do not achieve as well as they could. The school should continue to use its well-established assessment processes to identify and close any gaps in pupils' knowledge and understanding.

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