St Jude’s Church of England Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enjoy their time at St Jude's because the school cares well for them.

It has high expectations of their development as young people and of their academic achievements. Pupils get on well with the staff and together they form a welcoming community.

Most pupils are keen to attend regularly and get to school on time.

This is to take advantage of lessons and wider opportunities such as playing in the brass band. Pupils' behaviour in lessons and around the school is typically civilised. They are respectful of each other and cooperate well together, for example when sharing play equipment at social times or materials in lessons.

The sc...hool's high hopes for pupils' academic achievement are largely achieved. The school makes sure all pupils are supported well in key areas like learning to read. Much effort to improve teaching over the last year has ensured they learn securely in mathematics, where standards had been lower.

Pupils feel safe at school and know they can rely on adults to support them. Where any pupils need additional support to behave well, or where pupils have worries, the staff team works well to provide what is needed.

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

The school has a well-planned curriculum, with a strong emphasis on helping pupils learn to read confidently.

Staff provide well-focused help to those who need extra support with reading, so they catch up. Pupils read regularly. They read challenging texts, including through class novels and through wider reading in a range of subjects.

Subject learning is sequenced logically so pupils build on what they know and retain new knowledge. Improvements in mathematics in the last year have included training for staff on teaching the subject. This has borne fruit.

Pupils' mathematical understanding is building effectively.

Across the curriculum, teachers are well prepared. They usually explain new learning carefully, check pupils have understood and correct any misunderstandings.

Teachers have good information about pupils with special educational needs and/or disabilities (SEND). They usually give effective extra support where required. On occasion, where support is not provided or fully effective, these pupils sometimes lose focus during activities.

This is not always identified and tackled so pupils can get back on track.

In response to falling pupil numbers in recent years, the school has adopted mixed-age classes in many subjects. Staff manage this well overall and work hard to adapt learning to meet pupils' varying needs.

While there is much effective practice, this is not as consistent as it could be. Some teachers choose tasks that do not build learning as well as they could for some pupils.

The school promotes good behaviour well and sets clear expectations for pupils.

Most pupils follow routines, work hard in lessons and are helpful around the school. Staff manage behaviour consistently. They apply sanctions and rewards carefully.

The school provides well for pupils who struggle to meet expectations. Staff have worked hard on this in recent years, reducing the need for suspensions. The majority of pupils attend school well.

Those who miss a lot of school are supported effectively to improve their attendance.

Pupils' moral, social and cultural development is fostered well. They enjoy the many trips, visitors and enrichment activities.

They benefit from a well-planned personal, social, health and economic education programme. This helps them be ready to lead healthy lives and to be respectful of each other. Pupils relish the wide range of opportunities to take responsibility, for example when acting as sports leaders or peer mediators.

School leaders form a cohesive team and have managed the school well during last year's federation with an infant school. They know the school's strengths and weaknesses and take action to make improvements. They ensure staff are well trained and have a reasonable workload.

The school's communications with parents are strong and parents are positive about the school's work. Governors are conscientious, have relevant expertise and are well focused on holding leaders to account.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, some pupils with SEND do not sustain their focus during activities, and this is not always identified by staff. When this happens, it reduces the amount that pupils learn. The school should make sure teachers routinely check the engagement of pupils with SEND during activities and provide support where necessary to get them back on task.

• The tasks which teachers give to pupils in mixed-age classes are not always sufficiently adapted to take account of their widely varying prior knowledge and build securely on it. Pupils do not achieve as highly as they could, therefore. The school should support staff in refining how activities are planned so they build knowledge for all pupils, regardless of their starting points.

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