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Nether Green Junior School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Nether Green Junior School is a supportive and nurturing place. The school focuses on building relationships and the personal growth of its pupils. Pupils with special educational needs and/or disabilities (SEND) are expertly integrated into the life of the school.
This enriches the school community and promotes inclusivity.
Pupils take pride in their school values. They rise to meet the high expectations set by the school.
There is a culture of positive behaviour. Clear routines create a calm learning enviro...nment. Pupils treat each other and adults with respect.
Some parents and carers raise concerns about recent behaviours. The school works to address these issues through effective communication. Pupils rarely see bullying.
If it does happen, adults sort it out effectively. Pupils understand that some of their peers need extra support with their behaviour. They have confidence in the trusted adults in school.
The school emphasises personal development. Engaging, pupil-led assemblies promote deeper cultural awareness. Speakers from the community and the school talk about important topics.
These assemblies spark discussion and build pupils' understanding of diversity and life skills.
The school helps pupils succeed. They are knowledgeable across the curriculum.
The school encourages a love of learning for all.
What does the school do well and what does it need to do better?
The library is at the heart of the school. Pupils are beginning to explore and enjoy its collection.
They particularly enjoy the graphic novels. Reading for pleasure sessions further inspire a love of reading. Pupils at the earlier stages of learning to read use their phonics skills effectively.
They decode and read unfamiliar words. Those that need extra daily practice are quickly identified. Daily reading sessions help build reading fluency.
This helps pupils to catch up quickly. The impact of the school's work to improve learning for all is beginning to be seen. Pupils are highly engaged and motivated.
For example, in mathematics, pupils' work shows that they receive support and use models to be successful. These adaptations ensure that everyone builds their number fluency. Year 6 pupils work on solving long division problems.
At the same time, other pupils have guided practice to improve their number skills.
The school has recently adapted its approach to writing to improve outcomes. There is a focus on teaching pupils how form letters correctly and write with accuracy.
However, some older pupils continue to struggle with accurate letter formation and writing fluency.
The school offers a broad and balanced curriculum. The impact of the school's work to deepen pupils' understanding is clear.
Teachers help pupils to remember and connect their knowledge over time. For example, in geography, pupils in Year 6 show a deep understanding of renewable energy. Adults pick up on any misconceptions or gaps in learning.
In physical education, the school develops pupils' physical skills well. They provide extra practice for any pupils that need it. The school supports staff to deliver engaging lessons across the curriculum.
Staff encourage pupils to collaborate and think critically.
The school identifies the needs of pupils with SEND effectively. The integrated resource is a key part of the support for pupils with SEND to meet diverse needs.
When accessing this resource, pupils work in a calm environment that builds their confidence. Pupils enjoy trips and experiences, such as regular swimming, ice skating, boccia and bowling. They integrate with their peers during these trips, which promotes friendships.
Pupils thrive in this resource and the impact of this inclusion enriches the experiences of all pupils in school.
The school works well with families to improve attendance. Pupils who are often absent get the support they need.
As a result, their attendance is improving.
The school develops pupils beyond academic subjects. They focus on important topics including first aid and economic well-being.
The school promotes values such as resilience, respect and teamwork. This positively impacts behaviour and conduct. Leadership opportunities, such as the school council and eco-ambassadors, develop these values.
The school offers enriching activities. These include dramatic performances, the school orchestra, dance and various trips. These develop pupils' appreciation of culture and the arts.
Pupils learn about fundamental British values, such as democracy and equality. They reflect on key historical figures that changed the world, such as Rosa Parks. The school prepares pupils well for life in modern Britain.
The school has effective leadership at all levels that prioritises staff and pupil well-being. Staff appreciate the supportive culture. They are well equipped to manage behaviour and support pupils' needs.
Those responsible for governance are diligent. They provide effective support and challenge.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some pupils start school with poor letter formation and writing fluency which is not addressed swiftly. This leads to ongoing errors and challenges when they write. The school should prioritise teaching correct pen grip and letter formation, ensuring that pupils have enough practice to improve their handwriting accuracy and build writing fluency.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good for overall effectiveness in May 2015.
