St Stephen’s Church of England Junior School, Soundwell

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to St Stephen's Junior School.

They describe the school as a welcoming place where there is 'something for everyone'. Pupils understand how the school's values help them to be kind and humble and to work as a team.

The school has high expectations for pupils' behaviour.

Pupils are polite and well mannered. They hold doors open for visitors and show high levels of respect towards one another. Pupils understand the school's rules and follow them well.

They listen carefully and are eager to learn. There is a calm and purposeful environment in classrooms and around the school.

Pupils feel safe.

They value the warm an...d trusting relationships they have with staff. This is particularly the case for pupils who find it difficult to manage their emotions. Pupils say that adults listen to them and support them with any worries.

Pupils enjoy the range of clubs on offer to them, such as those for chess, baking and tag rugby. They value the opportunities they have to become house captains, values ambassadors and 'voice of the changemakers'. They say that these roles make them feel proud, give them responsibilities to make the school better and help them to set a positive example to others.

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

The school has high expectations of all pupils. It has responded well to address the areas for improvement identified at the previous inspection. An ambitious curriculum has been designed.

It identifies what pupils need to know and when they need to know it.

Reading is prioritised. Pupils read a wide range of texts with increasing fluency and accuracy.

Staff benefit from the training they receive to teach reading effectively. They routinely check for any gaps in pupils' reading knowledge. Staff ensure that the books pupils read match the sounds they are learning.

If pupils fall behind, they receive the support they need to help them to catch up quickly.

The school's mathematics curriculum is designed and sequenced well. Teachers explain new concepts clearly.

As a result, younger pupils develop a secure understanding of number facts. Older pupils build on this knowledge well to explain their thinking when solving more complex problems.

Pupils learn well in most wider curriculum subjects.

In history, for example, pupils use their knowledge of the Vikings to make links to concepts such as chronology. However, the implementation of the curriculum is at an early stage in some subjects. As a result, some pupils do not build their knowledge well enough as they move through the school.

Some pupils struggle to talk in detail about what they have learned before. This hampers the progress that some pupils make.

The school has put in place clear systems to support pupils with special educational needs and/or disabilities (SEND).

Staff know these pupils well. Individual pupil plans are precise. As a result, most pupils with SEND learn the same curriculum as their peers.

Despite this, some parents and carers of pupils with SEND raise concerns about how well the school communicates with them. The school is aware of this and has plans in place to ensure that parents are better informed.

Pupils display positive attitudes towards their learning.

They behave well in lessons. Pupils enjoy the wide range of activities on offer to them from the 'play pod' during social times.

The school's values underpin the approach to pupils' personal development.

Pupils understand why it is important to treat everyone equally and with respect. They know that a good friend needs to be caring and trusting. They develop their sense of character by singing in the local community.

They say that this enables them to help others.

Governors know the school's strengths and areas for improvement well. They provide appropriate support and challenge to the school.

Staff are proud to work at the school. They value the support they receive from leaders, particularly with regard to their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the curriculum is at an early stage in some foundation subjects. Consequently, pupils have not yet gained the depth of knowledge that they need to build their learning well over time. The school needs to ensure that the curriculum for foundation subjects is fully and effectively implemented so that pupils gain the knowledge they need.

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