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Sarisbury Church of England Junior School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Courage, compassion and creativity are the values of this warm and friendly school.
They are lived out by its adults and pupils alike. Pupils enjoy coming to school. They are polite and behave well both in lessons and as they play together.
The school has established strong expectations for everyone. Staff model high standards and support pupils to achieve them. The school has an ambitious curriculum for all pupils, including pupils with special educational needs and/or disabilities (SEND).
Pup...ils benefit from a wide range of visits that help them to make links between their learning and the wider world. Pupils work hard in lessons and achieve well.
Pupils are proud of their school and are enthusiastic ambassadors for it.
They aspire to be colour team captains, prefects or to be elected by their peers to the many other leadership roles within the school. The 'rights respecting' and 'peace' teams help pupils to be good friends to each other and show respect, even when things are challenging. Pupils are keen to demonstrate the public speaking skills that they learn as part of the annual speech competition.
Pupils thrive personally, socially and emotionally here.
What does the school do well and what does it need to do better?
The school has reviewed and refreshed the curriculum since the last inspection and taken effective steps to maintain standards. It has provided helpful training to support staff's expertise in delivering the curriculum, including in English and mathematics.
Staff use their strong subject knowledge to ask effective questions that deepen pupils' understanding. Staff present information clearly. For example, in mathematics the use of songs and actions to learn the properties of angles helps pupils to remember new vocabulary.
In a few subjects, the school has not selected the essential knowledge it wants pupils to recall over time. As a result, lessons do not always build upon what pupils have already learned.
The approach to English is underpinned by a focus on reading that is woven through the curriculum.
English ambassadors are enthusiastic champions of reading. They enjoy sharing book reviews and helping their peers to select new and challenging texts to read. Pupils who have not yet mastered reading benefit from effective support.
This includes opportunities to practise reading to an adult. However, these are not monitored closely and the focus on key sounds or tricky words is not as precise as it could be.
The school has a well-thought-out process of induction for pupils.
This supports pupils to build strong and trusting relationships with their teachers. It underpins the school's successful work to promote good attendance and punctuality. Close partnership with families helps teachers to identify the different needs of pupils.
Well-considered additional resources and adult support helps pupils with SEND to learn alongside their peers and to achieve well.
The school has explicit expectations around behaviour and conduct. Classes work together to write their class charter.
Teachers make sure that pupils learn what these expectations look like. This is reinforced by 'secrets of success' display which provide helpful reminders. As a result, pupils work co-operatively with their peers.
The school places pupils' broader development at the heart of the curriculum. Pupils learn how to live healthy lifestyles. They know how to stay safe online and in the physical world.
Pupils benefit from the exceptionally wide range of clubs provided by the school. Year 6 pupils are proud to complete the Civic Award and work to support their local community. Pupils enjoy learning to play a musical instrument of their choice.
They relish performing in the whole school show each summer and other performances throughout the year.
Staff are proud to work at the school. The governing body works effectively in partnership with the school and the local authority.
This ensures that there is a determined drive towards ongoing improvement. Leaders manage staff workload carefully. They adjust practices so that staff can focus on pupils' learning.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, the school has not identified the knowledge it wants pupils to recall over time. As a result, teachers are unable to build effectively on what pupils already know in these subjects.
The school should ensure that the essential knowledge for each curriculum area is clearly identified and understood by teachers.
• The school does not routinely track some of the different ways in which the most vulnerable pupils practise reading within school. This means that the focus on key words, sounds or other areas of improvement is not as precise as it could be.
The school should ensure that all support is closely monitored so that the impact is maximised.
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 outstanding 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 first ungraded inspection since we judged the school to be outstanding for overall effectiveness in July 2019
