St James’ Church of England Aided Junior School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where pupils 'GROW'. 'Every child, every chance, every day', pupils are helped to 'give thanks, remember manners, only do their best and to wear a smile.'

Pupils understand these aims and do their very best to live up to them.

Pupils are proud of the wide range of cultures, religions and backgrounds that make up their school. Diversity is celebrated.

As one pupil said: 'We are an inclusive school. Everyone gets on.'

Pupils behave well.

They are motivated by the rewards on offer. Earning points, messages home, being placed in the 'Golden Book' and receiving the huge stickers from the headteacher are all highly prized.
<...br/>The school provides a comprehensive range of help, advice and support to parents and pupils.

The large proportion of pupils who do not speak English when they first join the school get on well. Time in the 'Learning Zone' ensures that these pupils quickly learn the most important words and phrases that they need.

Relationships between adults and pupils are consistently positive.

The school is highly cohesive.

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

Leadership and management at the school is exemplary. At all levels, leaders know their school well.

They are quick to identify where improvements can be made. The actions that they take bring around tangible and sustained improvements. Senior leaders have created a clear and determined vision which is shared by staff and pupils alike.

The school continues to 'GROW' and go from strength to strength.

The schools' curriculum is broad. It is well thought through.

Across all subjects, it makes clear what pupils are expected to know and remember at each stage of their education. It builds incrementally on what has gone before. Topics, including 'Pharaohs', 'Peasants, Princes and Petulance' and 'Alchemy World', help pupils to make links between what they have learned across different subjects.

Teachers plan and deliver engaging lessons. The 'Activate' sessions help pupils to remember what they have learned. Lessons are engaging.

However, in a small number of cases, teachers do not check closely enough on pupils' learning. They do not always pick up on errors that pupils make. As a result, in these cases, pupils do not learn the curriculum as well as they could.

The school has prioritised reading. Pupils who still need to master phonics get expert help. Phonics is taught consistently well.

The books that pupils read are closely matched to the sounds that they know. All pupils, including those who are new to the English language and those who speak English as an additional language, catch up quickly.The school caters for a large proportion of pupils with special educational needs and/or disabilities (SEND), including many with education and health care (EHC) plans.

These pupils do well. The school ensures that the right sort of help is in place. The targets that are set for these pupils are precise and measurable.

Pupils' individual plans ensure that all staff know how to help.

Pupils benefit from a rich personal development offer. This is underpinned by a well-planned curriculum for relationships, social and health education (RSHE).

The 'St James' 40' ensures that pupils receive a rich and wide range of experiences, including visiting the seaside and seeing a West End show in London. The school makes sure that all pupils join in the wide range of extra-curricular activities on offer. No one misses out.

Rates of attendance are low. They have not returned to pre-pandemic levels. The school is tackling this robustly and acting decisively.

They provide families with the right balance of challenge and support. They work closely with a range of external agencies. This has resulted in a demonstrable improvement.

However, attendance remains too low. Too many pupils still miss too much school. Too many pupils are still persistently absent.

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 small number of cases, teachers do not assess pupils' progress closely enough. They do not accurately identify and address pupils' misconceptions in lessons.

As a result, these pupils do not learn the curriculum as well or as rapidly as they should. The school should ensure that all teachers accurately assess how well pupils learn the curriculum in lessons and adapt teaching in light of their findings. ? Although improving, too many pupils still miss too much school.

Rates of persistent absenteeism remain high. This means that too many pupils receive a fragmented education. The school should continue to implement its' policy and procedures so that attendance moves closer to that found nationally.

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