Mengham Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy at school.

They feel part of a welcoming community. They learn about different cultures and ways of life that are different to their own. This helps them to understand the importance of equality and diversity.

Pupils recognise the importance of respecting other people's opinions and ideas. They are proud of the kindness they show to each other.

Pupils are well cared for at school.

They know that staff are ambitious for them, although they do not yet achieve as well as they could. Pupils are taught about keeping safe, how to behave well and who to talk to in school if they have worries or concerns. They are confident that they wi...ll receive personalised help through the school's well-structured pastoral support.

Pupils are encouraged to take on responsibility. They contribute to the school through a wide range of leadership opportunities. The school makes sure that pupils with special educational needs and/or disabilities (SEND) have the same opportunities as others, for example helping younger children at school events, or looking after the school's allotment and guinea pigs.

Pupils in every class look forward to and keenly attend the yearly residentials. These include a school sleepover, camping out and outward-bound activities trip.

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

This inclusive school is highly ambitious for all pupils.

Changes in leadership and staffing have meant that some of the school's plans have not yet had the intended impact. Despite these challenges, pupils' individual needs are identified and well known. Staff use the carefully considered personalised support plans to ensure that all pupils are fully included in the life of the school.

In many subjects, the knowledge that pupils need to learn and when they need to learn it is identified. However, as yet, the curriculum in some subjects is not consistently taught well enough. As a result, pupils have gaps in their knowledge.

This means that in reading, writing and mathematics, pupils do not achieve as well as they should. This is reflected in achievement in the national statutory assessments. The school recognises this and is in the process of strengthening how well pupils achieve across the full curriculum.

Other subject curriculums are taught more effectively. In subjects such as physical education (PE) and geography, pupils are quick to link their learning about different sports and enjoy discussing their local geography knowledge. Other recently developed subjects are in need of continued refinement.

The school now has plans in place to continue to develop these subjects, to ensure that they support both teaching and learning effectively.

Helping pupils develop a love of reading is a priority across the school. The school's library contains a wide range of texts for pupils at all stages of reading.

Those who need additional help in learning to read benefit from a range of individual and group interventions. The school is rightly continuing to strengthen the teaching of reading to help all pupils to become confident and fluent readers.

The school knows its families and community well.

Staff use this information to support transition and ready pupils for their next steps. Pupils are taught about keeping safe and healthy. In recognition of the school's island location, leaders have ensured that swimming is taught in Year 3.

Pupils value learning about maintaining positive mental health. They appreciate the additional support they can access, such as through 'Calm Club'. Many pupils also participate in the wide range of break and lunchtime clubs and activities on offer.

The school has high expectations for pupils' behaviour. Pupils knows and understand the importance of good behaviour. House points and 'star awards' help pupils to recognise their positive attitudes to learning.

As a result, lessons are calm. The few pupils who find meeting expectations more difficult are very well supported. Staff understand these pupils well and work closely with families and specialists to develop individualised, consistent support.

As a result, these pupils steadily improve their focus and behaviour.

The school's new leadership team and governors have a secure understanding of the steps necessary to improve the school's quality of education. Staff are very well supported and are equally committed to the school's next steps.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in core subjects is not consistently taught well. Activities used in lessons do not always ensure that pupils gain the intended knowledge.

Therefore, pupils have gaps in their understanding and do not achieve as well as they should in reading, writing and mathematics. The school should continue with its plans to strengthen staff knowledge and teaching expertise, and check it is used consistently well. ? Across the wider curriculum, those which are newly planned are not consistently implemented.

At times, the curriculums in place are not used to systematically identify and clarify pupils' misunderstandings or ensure that pupils are secure in subject-specific knowledge. This means that staff are not clear on how to precisely adapt future learning. The school should continue to ensure that staff have the knowledge and expertise they need to help pupils learn well across the curriculum.

• As yet, the school has not consistently checked that its newly implemented systems and processes are having the intended impact. This includes how well staff are using any new training and support provided. The school should ensure that robust checking processes are timely and precise and result in all pupils achieving well.