Shinfield St Mary’s CofE Junior School

Highlights from Latest Inspection

Outcome

Shinfield St Mary's CofE Junior School continues to be a good school.

What is it like to attend this school?

Pupils are happy at this school. They behave extremely well and are polite and kind to each other. They feel safe and well cared for.

This is because leaders ensure the theme of love is central to all school activities. Pupils recognise this and are extremely knowledgeable about the associated school values. They are proud to wear their pin badges, showing that they have been recognised for demonstrating these values.

Leaders have high ambition for all pupils and their learning. Pupils are enthusiastic and attentive learners. They achieve well across the entire curr...iculum.

The school's ecology work is ambitious and exceptional. Sessions are carefully planned to develop pupils' understanding of the natural world. Pupils know how they are explicitly applying and making links with their learning in many subjects, including mathematics, science and geography.

Additionally, these sessions allow them to develop their teamwork and leadership skills. Pupils enthuse about their 'eco-sessions'. They are extremely proud of their recently planted Miyawaki forest, the animals they care for and the local and national recognition of their achievements.

Pupils are unequivocal in their views about why this environmental work matters. They see it as crucial for their and others' future.

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

Governors and school leaders share a united vision for pupils to be happy and successful at school.

Their ambitious curriculum design reflects this vision, with careful consideration given to cultural diversity and rich experiences. Information from feeder infant schools is used to ensure Year 3 pupils get off to a strong start. Pupils in Year 6 feel ready for secondary school.

They are confident that their learning prepares them, alongside their additional knowledge about how to travel safely on their bicycles and use public transport.

Pupils are confident and fluent readers, yet leaders show no complacency. They are determined to further strengthen the teaching of reading.

In guided reading sessions, pupils show they can unpick texts and examine authorial intent. They respond to probing questions in a thoughtful and precise way. Pupils who need extra help with their reading are identified quickly and provided with appropriate support to catch up.

Teachers have strong subject knowledge. They feel well supported by subject leaders, who share their expertise. Teachers break the curriculum down into small, sequenced steps when teaching.

In many subjects, this means that pupils have strong recall about their learning. For example, in physical education, pupils recognise how their balance and throwing skills apply across tennis, cricket and hockey. In all subjects, teachers use a range of techniques to check how well pupils are learning.

These include flashbacks and targeted questions. However, there are times when teachers do not use this information to move learning along quickly enough.

Pupils with special educational needs and/or disabilities (SEND) are well supported to access the curriculum and, consequently, are successful with their learning.

There are clear processes to identify these pupils and assess their needs. Information is gathered from parents and carers, as well as the children themselves. Teaching staff skilfully support pupils with SEND using resources, communication devices and appropriate adaptations to the environment.

Nurture provision on the 'Thunderbus' provides tailored support to build pupils' social skills and strengthen their mental resilience.

Leaders use a range of assessment information to check how well pupils learn. These include assessments linked to the published schemes used in some subjects.

In many subjects, this information allows teachers to adjust their teaching and fill any gaps in pupils' knowledge. However, in some subjects, teachers find these assessment systems time-consuming and that they do not provide them with meaningful and useful information.

Pupils benefit from many leadership opportunities.

Sports leaders and captains feel honoured to be democratically elected to their roles. They take their responsibilities seriously, including running clubs for younger pupils. The pupil librarian roles are well-sought-after positions, and they enjoy being reading role models.

Pupils are proud to be eco-team members, tree ambassadors and head gardeners. They champion the school's work and are courageous advocates for ecology and sustainability.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all staff are well trained in identifying and reporting any safeguarding concerns. They are mindful of considering links between pupils' behaviour and attendance with safeguarding. Leaders refer concerns appropriately to other agencies.

They check these referrals are followed up and that support is provided for families who need it. The governing body routinely examines the effectiveness of the school's safeguarding procedures. It also shows tenacity in checking that families receive the support they need.

Pupils are knowledgeable about how to keep themselves safe, including online. If they have any worries, they know they can talk to staff who will help them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always make full use of their checks on pupils' learning during lessons.

This means that in some subjects, pupils do not achieve as highly as they could. Leaders should ensure that teachers use feedback in lessons to help pupils to further deepen their knowledge and skills. ? In some subjects, assessment procedures do not provide teachers with meaningful and useful information.

As a result, teachers find these processes onerous and recognise that they have little impact on pupils' learning. Leaders should ensure that the school's assessment systems are manageable and provide teachers with information which benefits pupils' learning.

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 December 2013.

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