Shadsworth Junior School

Highlights from Latest Inspection

Outcome

Shadsworth Junior School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils feel a keen sense of belonging at Shadsworth Junior School.

They know that adults care about them and have high expectations for pupils to achieve. Pupils rise to these expectations, achieving well and being eager to please. The school is a calm and purposeful place to learn.

The school values pupils' well-being highly. The school's pet dog is loved by all. Pupils are happy, polite and display positive attitudes toward their learning.

Routines for positive behaviour are firmly established across the scho...ol. If pupils struggle, they are taught how to manage their own behaviour effectively.

Pupils revel in the wide variety of opportunities that are on offer to develop their talents and interests, such as art, netball, judo and choir clubs.

A rich variety of visits to places of local interest enhance pupils' learning across the curriculum.

Pupils have a strong understanding of a range of important issues, including equality and diversity and healthy living. They are proud of the positive contribution that they make to their school.

This includes acting as prefects, play leaders and subject ambassadors. By the time that pupils leave Year 6, they are well prepared for the next stage of their education.

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

Since the previous inspection, the school has refined the curriculum.

The key knowledge and skills that pupils should learn are identified clearly. Teachers know what to teach and when this should happen. This enables many pupils to achieve well across a range of subjects.

In most subjects, staff complete regular checks on pupils' learning. This ensures that any gaps in pupils' learning or misconceptions are addressed swiftly. Pupils are able to build on their previous learning.

However, in a minority of subjects, these checks are at an early stage of development. At times, pupils in these subjects do not connect new learning with what they already know. This means that, sometimes, their knowledge is not as secure as it could be.

Pupils with special educational needs and/or disabilities (SEND) are identified quickly by skilled staff. The school ensures that any barriers to learning are overcome without delay. Staff support pupils with SEND in lessons and during playtimes diligently.

This helps these pupils to feel included in the life of the school and to follow the same curriculum as their classmates. As a result, they achieve well.

The school ensures that reading is a priority.

Pupils talk about their favourite books excitedly. They can explain the importance of reading for success in school and beyond. Pupils enjoy reading a wide range of books.

If they struggle with reading, highly skilled staff provide the precise support needed to enable them to become accurate and independent readers. As a result, most pupils become confident and fluent readers by the time they leave key stage 2. However, this approach is not replicated consistently well in writing, especially for younger pupils.

Some pupils are not supported well enough to practise key skills in writing, such as sentence formation and accurate spelling. This limits their writing fluency and hinders the quality of their written communication.

Pupils are keen to attend school.

Leaders have been tenacious in improving pupils' rates of attendance. The school has a clear understanding of the barriers to better attendance. It has devised suitable strategies to reduce absence levels.

As a result, pupils' rates of attendance are improving.

The provision for pupils' wider development enriches their learning by providing them with first-hand experiences of theatres, universities and museums. Pupils value these visits highly.

They learn how to keep themselves physically and mentally healthy. They know about healthy relationships and staying safe online. Pupils demonstrate strong knowledge of fundamental British values and the uniqueness of individuals in society.

The school, including governors, provides strong support for staff's workload and well-being. Staff feel listened to. They value the ongoing curriculum training that they receive to help deliver the ambitious curriculum.

Governors challenge the school appropriately and use their experience to support the school effectively. Staff and governors are very proud to be a part of this nurturing 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 school's writing curriculum is not as effective as other elements of its work. This means that some teachers do not enable pupils to write clearly, with accurate spelling, punctuation and grammar. The school should ensure that there is an increased emphasis on pupils' writing skills from the start of their time in school.

• In a minority of subjects, teachers' checks on pupils' learning are at an early stage of development. This means that, sometimes, staff do not pick up on where there are gaps in pupils' learning or understanding and so, occasionally, these go unaddressed. The school should ensure that teachers' checks are used consistently well in these subjects so pupils can practise, apply and secure their learning.

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 good 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 good for overall effectiveness in October 2019.

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