Montgomery Junior School, Colchester

Highlights from Latest Inspection

What is it like to attend this school?

Montgomery Junior School serves a diverse community, including pupils from families who serve in the armed forces. Pupils often join throughout the year, yet settle quickly due to the welcoming and supportive ethos of the school.

Pupils feel happy and safe and their needs are well catered for. Many parents and carers appreciate the support which is on offer. One parent commented, 'This school cares deeply for the children's progress, well-being and future.'



Pupils enjoy coming to school and say that learning is fun. Pupils work hard in lessons to achieve their best. They appreciate the rewards they receive when they do well as it makes them 'feel nice insid...e'.

Pupils enjoy work that challenges them. One pupil said, 'It is a huge accomplishment when you get it right.'

All staff have high expectations for pupils' behaviour.

They give good support to pupils who find it difficult to manage their behaviour. This helps these pupils to succeed. The school's work to develop pupils' self-esteem and well-being is a real strength of the school.

Pupils understand what bullying is. They say that bullying is rare in their school. They are confident that teachers will deal with it quickly if it ever happens.

There are good relationships between pupils and staff. Pupils know that they can always talk to an adult in school if they are worried about anything.

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

Since the previous inspection, leaders have been developing the curriculum for subjects other than English and mathematics.

Curriculum leaders have supported teachers so that they are confident about what to teach and when. Leaders have identified the skills and knowledge pupils should learn in each subject that build on their understanding from one year to the next. Despite these changes being new, leaders' actions have already had a positive impact.

Pupils talk enthusiastically about the skills and knowledge they have learned in a range of subjects. In art, for example, pupils have enjoyed using a range of equipment and learning different techniques, such as shading. However, some subjects are further ahead than others.

Leaders need to keep a close eye on how well the new plans are being delivered so that they can accurately gauge their impact across all curriculum areas.

The teaching of writing is a strength. Pupils study different types of text and learn which features to include in their writing.

Pupils practise grammar skills and apply them to their writing. Following work with a local author, older pupils understand the importance of editing and redrafting. Pupils enjoy writing and many see themselves as authors.

Leaders place a strong focus on reading. They have purchased new books and run reading competitions and book fairs. There are reading displays around the school.

Teachers read aloud to their pupils regularly. This has encouraged a love of reading.Reading sessions skilfully develop fluency and comprehension.

As a result, most pupils develop into confident readers. Some pupils join the school with phonics skills below where they should be. They benefit from additional support to help them to develop their phonics knowledge.

However, a sharper focus on the provision for pupils who are behind, and the books they read, would enable them to catch up more quickly.

The teaching of mathematics is sound and well organised. Outcomes in mathematics at the end of key stage 2 in 2019 improved significantly.

However, pupils are not always given opportunities to apply and extend their mathematical skills in different contexts.

The curriculum is enhanced by trips and a wide range of extra-curricular clubs, for example football, table tennis and boot camp. The school has a strong link with the armed forces.

Pupils enjoy listening to the brass ensemble in assembly and regularly take part in military celebrations and commemorations. Service families appreciate the additional support they receive. One parent commented, 'My child really benefits from attending military club, especially while her dad is serving away', while another said, 'The service family supper was fantastic.'



Disadvantaged pupils and pupils with special educational needs and/or disabilities receive the support they need to help them make as much progress as their peers. These pupils are fully included in all aspects of school life.

The headteacher is ambitious for the school.

She is determined that all pupils should achieve well as they only have 'one chance' at school. Her high expectations are shared by governors and staff.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained. Teachers know the pupils well and are quick to identify and report any signs that may suggest a child is at risk of harm. The electronic system for recording and monitoring concerns is used effectively by all staff.

Due to the mobility of some pupils, this system ensures that records are passed on quickly and securely for pupils who leave the school. The safeguarding team is rigorous in following up concerns with appropriate action. It works closely with the relevant agencies.

Governors monitor leaders' actions to be certain that the correct checks are made on everyone who works in the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders should carefully monitor the impact of the changes to the curriculum to ensure that the plans are being delivered well so that pupils' outcomes are consistently high across each subject. .

Leaders need to ensure that the teaching of phonics enables pupils who find reading difficult to catch up quickly. Leaders need to check that the books these pupils read help them to practise and apply their phonics knowledge. .

The teaching of mathematics is well sequenced and of a good standard. However, teachers do not always provide enough opportunities for pupils to apply their arithmetic skills through reasoning and problem-solving. Leaders need to ensure that pupils have opportunities to extend and deepen their knowledge so that they can achieve more.

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