Ocklynge Junior School

Highlights from Latest Inspection

What is it like to attend this school?

The school has pupils' best interests at the heart of all it does. Pupils enjoy learning because they experience an ambitious and exciting curriculum.

It strives to develop the whole child and it does this superbly. The school meets pupils' personal needs and removes any barriers to learning. As a result, pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Pupils behave exceptionally well in lessons and around school. Pupils confidently discuss their school values: responsible, respectful, reflective and resilient. They know what they mean in practice and model these to each other.

Pupils develop trusting relations...hips with staff and each other. They feel safe. Bullying is not tolerated.

Pupils are confident that staff will deal with issues quickly and fairly. Pupils respond well to clear and consistently applied routines. They value the praise they receive for their hard work and achievements.

As a result, pupils adopt a positive mindset.

Pupils' wider development is exceptional. The school goes above and beyond to provide pupils with experiences beyond the academic.

For example, the very well-developed and spacious outdoor areas provide plenty of scope for energetic and imaginative play. Pupils can also experience nature through the wildlife areas as they regularly explore the outdoor environment.

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

The trust has taken decisive and effective action to drive rapid improvement at this school.

Leaders at all levels and those responsible for governance are united in their vision for a high-quality education for all. Since the last inspection, they have redesigned and reinvigorated the curriculum. Knowledge has been coherently sequenced to ensure teachers know precisely what to teach and when.

This means the knowledge taught builds on what pupils know and in logical order. This positive work is at an earlier stage in a small number of subjects, where redevelopment work is ongoing.

Teachers have secure subject knowledge.

Clear explanations and well-chosen activities help pupils to learn new content. The school ensures pupils regularly revisit prior learning, which helps them to remember what they have been taught. Staff check understanding within lessons effectively and adapt teaching to ensure it builds on what pupils already know.

Pupils' SEND needs are identified quickly and accurately. Teachers successfully adapt the learning to support pupils with SEND. However, the school's current approach to checking pupils' curriculum knowledge over time is more variable.

Occasionally, pupils are assessed on knowledge they have not been taught, which is not helpful. On other occasions, the school does not act quickly enough to address identified gaps in knowledge. The school is alert to this and is in the process of developing its approach to assessment.

Reading is at the heart of the school's curriculum. Well-trained staff deliver a rigorous approach to teaching early reading, ensuring pupils quickly learn the phonic knowledge they need to become confident and fluent readers. All pupils are encouraged to read and are exposed to a diverse range of progressively ambitious texts, which helps them develop a love for reading.

Pupils behave extremely well. Throughout the school, pupils listen attentively to staff. Learning is rarely interrupted.

The school has highly effective systems for ensuring pupils attend school regularly and on time. Consequently, pupils have very high attendance and love to come to school.

The personal development curriculum is exceptional.

They are encouraged to debate essential values, such as respect, and learn to consider other people's points of view. This actively contributes to this school's inclusive environment, where all pupils feel they belong. Pupils relish opportunities to take responsibility, such as becoming members of the pupil parliament, 'speak-out leaders' or peer mentors.

These roles enable pupils to make tangible contributions to the school community and learn valuable life skills.

The trust engages well with stakeholders, including the local authority, and is always mindful of its work's impact on staff workload and well-being. Staff feel valued and are supported through effective training.

As a result, they are proud to be part of this school community.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is new and still under development in some subjects.

As a result, it is not yet being consistently implemented as leaders intend. In particular, the strategic use of assessment to evaluate pupils' knowledge over time and adapt the curriculum is not always as effective as it could be. The school should continue its work to develop its approach to assessment to ensure that gaps in knowledge are identified and that this information is used to adapt the curriculum and promptly inform interventions for pupils who need additional support.

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