Northolmes Junior School, Horsham

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and have positive attitudes to their learning.

They know the school's values of 'Be kind, be respectful, be ready' and learn about these meaningfully through whole school assemblies and the strong personal, social and health education curriculum. Pupils thrive in response to thoughtful activities that support them with their well-being. For example, pupils love growing and harvesting potatoes and vegetables, cooking and eating what they have picked.

Pupils value the many sports activities provided for them, including football, netball, dance and table tennis.

Pupils are responsible and respectful towards each other and staff. Staff have high ...expectations for pupils' behaviour.

Pupils are clear about what staff expect from them. Behaviour incidents are managed swiftly and robustly. If any pupils need additional support, the school acts decisively.

Most pupils attend school regularly. The school works closely with families to ensure that if pupils are at risk of poor attendance they are supported successfully.

Staff have high expectations for what pupils can achieve.

Although the most recent published outcomes indicate that some pupils did not achieve as well as they could have in the past, pupils currently at the school are increasingly secure in their learning in reading, writing and mathematics. Pupil with special educational needs and/or disabilities (SEND) are supported effectively.

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

Reading is prioritised by the school.

Staff are well trained and have developed strong phonics and reading subject knowledge. The school's systematic approach to teaching those pupils at the earliest stages of reading is embedded securely. If pupils fall behind, appropriate time and resources are given to help them develop reading fluently.

Pupils have a love of books. They are engaged and motivated to read. Pupils recommend books to each other excitedly.

The school promotes high quality texts and connects these to learning within the curriculum. For example, pupils read fiction linked to their study of the Egyptians and visit the British Museum to deepen their knowledge and understanding purposefully. By the end of Year 6, most pupils read confidently and are prepared well for their next stage of education.

Since the previous inspection, the curriculum has improved rapidly. The school has identified the key knowledge and skills that they want pupils to learn across all subjects. Core subjects, such as mathematics and English, have been reviewed and supported intensively.

Lessons are sequenced carefully and help pupils to build their knowledge cumulatively over time. Pupils with SEND have their individual needs identified quickly. The school uses internal information, parents' views, and external expertise skilfully.

In core subjects, staff check how well pupils have learned the curriculum robustly. However, in some subjects, the curriculum is not implemented as effectively as where it is strongest, and staff do not check what pupils have learned systematically. This means that a small number of pupils do not always build on their prior knowledge and learn as effectively as they could.

Pupils' broader development is at the heart of the school. Staff lead by example, inspiring pupils through a programme of musical and artistic performances including singing in the community. All pupils, including disadvantaged pupils, have the opportunity to learn musical instruments such as violin and keyboard.

Visiting speakers to the school and residential trips help pupils to learn about school values such as resilience in memorable ways. Pupils talk confidently about sleeping well, eating healthily and older pupils are aware of the dangers of substance abuse such as alcohol, vaping and the dangers of addiction.

Governors know the school's strengths and areas for development accurately.

They support and challenge staff effectively. The school has engaged in concentrated improvement work. Staff feel well supported and appreciate their professional development opportunities.

The school has rightly prioritised training and development which already impacts positively on pupils' learning. Staff feel cared for and say that well-being is made a priority by leaders. There is a strong sense of teamwork and close working that goes across the school fully.

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 foundation subjects, some teachers do not always check pupils' understanding thoroughly and work out what pupils need to learn next. The school should ensure that teachers use assessment information effectively and help pupils build on their prior knowledge successfully.

• The school does not implement some areas of the wider curriculum as effectively as in the strongest subjects. As a result, some pupils do not learn as successfully as they could. The school should ensure that staff use training and monitoring fully effectively so that the whole curriculum is delivered extremely well.

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