Netherhall Learning Campus Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Netherhall Junior School is a diverse and welcoming community. Pupils are celebrated as individuals.

It is a friendly school, where pupils are happy and know that staff care for them.

The school sets high expectations for pupils' behaviour and conduct. Rewards are used to celebrate positive choices made by pupils.

Those who consistently set a good example to others are recognised. When low-level disruption occurs, staff deal with it. This leads to a calm environment.

Pupils believe that the systems in school are fair.

Pupils' learning extends beyond their academic work. They talk with maturity about different relationships.

Pupils u...nderstand diversity and speak with confidence about 'embracing who you are'. This learning is woven through their school life. Pupils read books about different families and join in with Paralympian sports.

Visits from outside agencies such as the police are used to support the curriculum. This educates pupils about local risks and dangers, such as gang culture.

Pupils talk about their lived experience of different faiths.

They explain the use of spaces for some pupils to pray during the day. Pupils understand their responsibility to keep themselves safe, including online. They are well prepared for life in modern Britain.

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

Pupils learn well across a broad range of subjects. In many subjects, teachers have identified the key knowledge that pupils need to learn. This knowledge builds over time.

For example, in physical education, pupils initially learn basic skills, such as running and jumping. Pupils then build and connect this knowledge when they progress to invasion and evasion strategies. The curriculum is ambitious for pupils with special educational needs and/or disabilities (SEND).

Staff pre-teach some topics and activities to support their learning. This focus on getting the foundations of learning in place is also seen in mathematics. Extra daily practice with key facts, such as times tables, is improving pupils' mathematical knowledge.

However, in some subjects, the key knowledge that pupils need to learn and remember is not clearly identified. In these subjects, teaching activities are not consistently relevant, and pupils do not remember the most important knowledge.

The school enables pupils to progress well through the curriculum.

In 2022, pupils in Year 6 did not achieve as well as current pupils due to the disruption caused by the pandemic. Leaders have acted to improve the curriculum and its teaching for pupils in reading and mathematics. As a result, pupils are learning more and achieving better outcomes than was previously the case.

Teaching pupils to read is a whole-school focus. The school has prioritised training and support for all staff. In a short space of time, this has become a strength of the school.

Pupils use their phonic knowledge to read books that contain sounds they know. Pupils talk enthusiastically about the wide knowledge they gain from the books they read. They enjoy daily story time and visits to the school library.

Pupils speak with pride about gaining a reward from the book vending machine. On some occasions, the teaching of phonics does not start as swiftly as it could.

The school develops pupils' social skills and sense of responsibility by giving pupils a range of roles to carry out.

School councillors talk about actions taken to improve school safety at home time. The school supports pupils to attend visits, after-school clubs and residentials. These are well attended by all pupils.

However, a small number of pupils have lower attendance than their peers. They miss out on some of these opportunities. The school is working with these children and their families to improve their attendance.

A breakfast club supports families, especially those new to the country. The school community programme provides the extended support that families need.

Governors have a broad range of experiences.

They work together with leaders to identify strengths and priorities. Governors visit school regularly to stay informed. Staff, including those new to teaching, feel supported with their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not identified the important knowledge that pupils need to learn over time. The school should work with teachers to identify the most important knowledge that pupils need to know and remember.

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