North Borough Junior School

Highlights from Latest Inspection

Outcome

North Borough Junior School continues to be a good school.

What is it like to attend this school?

Pupils thrive in this inclusive and nurturing school where each child is encouraged to be proud of what makes them unique. Pupils value and celebrate the different cultures and backgrounds that make up their community. Kindness is at the core of the school's values.

It is threaded through all aspects of school life and demonstrated admirably by pupils and staff.

Pupils are very happy, behave well and are safe at North Borough. They love coming to school and are particularly excited to see Angus, the school dog.

The school is determined that all pupils will achieve the...ir very best. Pupils respond well to the high expectations for their learning. Pupils want to do well.

Many agreed with one pupil's view: 'Everyone in the school never gives up; they always keep on trying.'

Relationships between staff and pupils are trusting and respectful. Pupils know they can talk to staff should they have any worries.

Any concerns are dealt with quickly and fairly. Parents speak highly of the school. One expressed the views of many, with the comment, 'The staff nurture, encourage and care for all the pupils and have made it a happy and safe environment.'



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

The school has designed an effective and ambitious curriculum. There is a clear sequence for learning the important knowledge, skills and vocabulary for each subject. The curriculum is accessible to all and the needs of all pupils are identified and met.

This includes those with special educational needs and/or disabilities, the significant number who join or leave the school at different times, including pupils from service families, and those who speak English as an additional language.

Teachers deliver interesting and effective lessons that motivate pupils. The few pupils who find it more difficult to manage their own behaviour are supported well.

Staff quickly refocus pupils on learning and ensure that the learning of others is not disrupted.Teachers have secure knowledge of the subjects they teach and appreciate the support and guidance they receive. In some subjects, some teachers do not consistently check whether pupils have learned and understood the key knowledge they should know or identify and correct any misunderstandings.

Pupils, therefore, cannot always recall and apply different knowledge and skills to remember more across the curriculum.

Reading is a strength in the school. There is a relentless determination that all pupils will leave the school as successful readers.

Reading for enjoyment is fostered highly successfully. Pupils love reading and agreed that they enjoy getting lost in the world of a book. Pupils are introduced to a wide range of genres and can give considered opinions on their likes and dislikes.

Most pupils become fluent, confident readers. Pupils who are still in the early stages of learning to read are identified quickly. They are supported effectively to catch up.

The school works hard to ensure that pupils attend school regularly, including undertaking valuable work with families to secure improved attendance. The school has set great store in creating an environment where pupils want to come because they feel safe, secure and enthusiastic about learning.

Provision for pupils' broader development is excellent.

Pupils relish their many leadership roles and take them very seriously. Pupils learn to be responsible, respectful and active citizens. They have a deep awareness of differences between people and understand that everyone has a right to have equal opportunities.

They learn to respect others' opinions even if they do not agree with them. They have a firm understanding of different faiths and cultures. Pupils enjoy many visits and visitors to school.

Pupils develop personal skills and strengths that stand them in good stead for their future lives.

Governors are highly committed to providing the best possible opportunities for all pupils. Staff are overwhelmingly positive about the support they receive for their well-being and workload.

There is a strong sense of teamwork. They feel valued and supported.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment in some subjects is not yet consistently in place. Teachers are therefore not always confident in knowing how secure pupils are in their understanding of key knowledge. Some teachers do not consistently identify and correct any misunderstandings.

As a result, pupils cannot always recall and apply different knowledge and skills to remember more across the curriculum. The school should carefully monitor the effect of assessment to ensure pupils know and remember more across the curriculum.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 in June 2014.