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Pupils thrive at St. Margaret's CofE Junior School. Staff look after them exceptionally well.
They show particular concern for the most disadvantaged. Leaders skilfully plan how to develop pupils' character. Pupils become thoughtful, caring and independent minded, and are well prepared for the next stage of their education.
The school sets high expectations for pupils' learning and conduct. Pupils meet these expectations well. The school is a calm and orderly place.
Pupils behave well in lessons and around the school. At social times, they play happily or read a book. Pupils take care over their work and are proud of their school.
Pupils follow a bro...ad, well-planned curriculum. They benefit from trips and special events that enrich their learning, including in geography or science. Pupils, including those with special educational needs and/or disabilities (SEND), learn well.
Pupils learn about different cultures and traditions. They treat each other and adults with evident respect. Pupils are safe and feel confident that staff can resolve any disagreements.
They have the opportunity to take up leadership roles, such as school counsellors or worship leaders. Pupils make very good use of extra-curricular clubs. These range from computing to gardening and include both sports and musical activities.
What does the school do well and what does it need to do better?
The school has planned an ambitious, broad curriculum, with reading and writing at its core. Pupils read a wide variety of fiction, non-fiction and poetry. They write in a range of styles and for different purposes.
Pupils follow all the subjects in the national curriculum. In each subject, leaders ensure that pupils give due attention to all its aspects, such as fieldwork in geography or speaking and listening in English. They have set out clearly how learning should build on what pupils already know.
Teachers have secure knowledge of the subjects they teach. In general, they plan the day-to-day learning for pupils so that they meet the long-term learning aims. However, sometimes the tasks that teachers set or the resources they use do not help pupils build their knowledge quite as well as they might.
Teachers check on what pupils know and remember. They typically make good use of these checks to adjust their teaching. In mathematics, however, some pupils cannot complete their work because of gaps in their previous learning.
Leaders accurately identify the additional needs of pupils with SEND. Staff draw effectively on guidance to ensure that they meet all their needs. As a result, these pupils are able to study and make good progress through the full curriculum.
Staff help pupils who enter the school as less fluent readers to improve their skills. They make sure that the books pupils read match their reading ability.
The school has established a consistent approach to managing pupils' behaviour.
Staff understand it and apply it consistently. The focus on helping those who sometimes struggle with the school's expectations is effective. Pupils concentrate well in lessons and collaborate effectively when asked to do so.
Attendance is high.
Pupils follow a planned programme of personal development that teaches them about healthy relationships and how to stay safe. Staff use their detailed training to provide very high-quality pastoral care.
Pupils benefit from an exceptional range of opportunities to broaden their social understanding, from leading bingo in a local care home to meeting teachers from Sierra Leone. They serve others, both inside and outside the school. As 'courageous advocates', pupils argue for a just cause, such as a charity or ecological project.
They learn how to act in support of the cause chosen by their peers. In developing pupils' knowledge, staff develop their character.
Staff work very closely with their colleagues in the federated infant school.
Most importantly, they ensure that pupils' learning moves smoothly into Year 3. Leaders have provided effective training for staff, including those new to the profession. Staff work very well with parents, for example, to show them how to support their children's learning.
Staff believe that leaders are considerate of their workload. Governors are insightful and have a considered view of the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On occasion, teachers are unaware that pupils have gaps in their previous learning. As a result, pupils struggle to complete the work they have been set. The school should ensure that teachers check carefully that pupils have the prior knowledge they require in every subject before they are moved on to new work.
• In a few subjects, the school has not ensured that resources used to support pupils' learning are precisely linked to the intended curriculum. As a result, pupils are not helped to build and deepen their learning as well as they might be. The school needs to ensure that resources are used most effectively to extend and challenge pupils' learning.
