Tenterden Church of England Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and proud to attend this caring community-minded school. They know there is a trusted adult with whom they can share concerns.

This helps them to feel safe. Pupils understand the school values of respect, faithfulness, perseverance, and love. The school enhances these through consistently applied rules and routines.

As a result, pupils behave well and show resilience when completing their work.

Teachers have high expectations and pupils work hard to meet them. They listen intently in lessons and engage in rich debate in class.

Pupils work together well and share their ideas excitedly. Pupils' work shows they are well prepared for the...ir next steps.

The school has prioritised pupils mental and physical health.

As a result, pupils know how to keep fit and healthy. They understand the importance of a balanced diet and regular exercise. All pupils have the opportunity to represent the school in a range of sports and enjoy the wide range of sports clubs the school offers.

Pupils also benefit from the school's work with the local emotional well-being service. They speak to a range of professionals and receive additional therapeutic support if they need it. Consequently, pupils share how they feel confidently and seek help when they require it.

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

The school has designed a curriculum that is ambitious for all pupils. Staff have identified the important knowledge and vocabulary pupils need precisely. Pupils learn the important skills and knowledge they need.

They recall number facts with high levels of fluency and have a secure understanding of mathematical concepts. Pupils write in a number of styles accurately. Most pupils recall and apply their prior knowledge consistently well.

However, in a small number of subjects there is a lack of clarity when pupils should learn specific skills. As a result, pupils do not always deepen their understanding sufficiently.

Teachers have sound subject knowledge.

They explain learning clearly. Teachers check pupils understanding carefully. These checks help staff to identify what pupils know and can remember.

This helps teachers identify gaps in learning and plan additional support that helps them to fill these gaps quickly.

The school identifies the needs of pupils, including those with special educational needs and/or disabilities (SEND) accurately. Teachers use this to adapt the curriculum to enable pupils to achieve well.

In most subjects, this is very effective. As a result, they learn the skills and knowledge they need. However, in a small number of subjects these adaptations are not designed precisely enough.

Consequently, some pupils with SEND do not deepen their understanding in these subjects.

Pupils, including those in the early stages of reading, become fluent readers.Staff deliver the school's reading programme effectively.

The books that pupils read are high quality and matched to the sounds and letters they know precisely. This helps pupils practise their reading independently. Pupils who fall behind receive the help and support they need.

This helps them to catch up quickly.The school is calm and orderly. Pupils know the school rules and follow them thoughtfully.

They understand how frequent attendance will help them. However, pupils do not attend frequently enough. Persistent absence, particularly for disadvantaged pupils, is too high.

Leaders understand this. They analyse attendance carefully and offer a wide range of support in school and through external agencies. This is yet to have the desired impact.

The school prioritises pupils' personal development. Pupils enjoy a range of trips and visits to enhance their learning. For example, they experience the life of evacuees on a visit to a local railway station.

Pupils experience a rich range of cultures and beliefs through the religions, artists, and historical figures they study. They hold mature attitudes to difference and diversity.

Staff are positive about the support and training they receive.

They enjoy working at the school. Governance is strong. Trustees know the school well and make appropriate decisions to support the school.

Governors are knowledgeable and well informed. They share the same ambitions as leaders and hold them to account effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is not designed with the same precision as the best practice in the school. As a result, in these subjects pupils do not deepen the key skills and knowledge that pupils learn as well as they could. The school should identify the precise knowledge and concepts that pupils need to learn and to revisit in all subjects as they follow the curriculum.

• In a small number of wider curriculum subjects, the adaptations staff make for pupils with SEND are not precise enough. As a result, some pupils with SEND do not learn the important knowledge and skills as well they could. The school must ensure that adaptations are matched precisely to pupils' needs to enable them to access the curriculum fully and learn all the important skills and knowledge they need.

• Persistent absence at the school is too high for too many pupils, particularly those who are more disadvantaged. This means that these most vulnerable pupils are missing out on too much of their vital education. The school must continue and intensify their work with parents to ensure that all pupils attend more frequently.

Also at this postcode