The Alderton Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in this happy, harmonious junior school.

They enjoy a wealth of opportunities to develop their talents and interests. Everybody benefits from the extensive range of trips and visits which enhance the curriculum. Many pupils attend clubs, such as gardening or yoga.

Older pupils eagerly take on a wide range of responsibilities around the school. The school's values shine through positive relationships between pupils and adults, in and out of the classroom.

Pupils are safe here.

Bullying is rare. Pupils have a well-developed understanding of bullying and know it is wrong. They are confident that adults will stop any unkind behaviour or b...ullying quickly.

Pupils behave well in class and around the school. They respond well to their teachers' high expectations and clear routines. Pupils confidently share their own ideas.

They are attentive to adults and the views of others. In lessons, everyone can get on with their learning.

Pupils have many opportunities to develop their physical and mental health.

Playtimes are energetic and fun. Pupils enjoy their daily movement sessions as well as physical education lessons. Older pupils learn how to manage their worries and become resilient learners.

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

Leaders have carefully considered what pupils need to learn so they can achieve well. Curriculum maps set out sequences of skills in a logical order. In most subjects, teachers deliver the curriculum well.

They revisit previous learning and explain how this will help pupils with new ideas. Teachers introduce new concepts clearly. They give plenty of structured practice so that pupils can apply their new learning.

Teachers regularly check how well pupils understand new vocabulary. They explain ideas and vocabulary again when needed. In a few subjects, teachers do not routinely check that pupils understand before moving on or adjusting what they teach.

They do not always give pupils enough opportunities to correct their errors. When this happens, some pupils develop misconceptions and achieve less well.

Leaders prioritise the teaching of reading.

Carefully planned series of lessons are in place. These give pupils the confidence and skills to tackle and understand new texts. Regular, careful assessments ensure that pupils have a choice of books at the right level to read independently.

Leaders quickly identify pupils who need extra help in reading. These pupils get regular extra support to help them improve. Most pupils read well and with enthusiasm.

They also really enjoy the ambitious books their teachers introduce in daily story sessions.

Leaders provide an extensive range of opportunities for pupils to learn about themselves and about the wider world. These enable pupils to develop self-confidence, resilience and aspiration.

Leaders ensure that provision for personal development is of the highest quality. They involve external organisations to supplement staff's expertise when necessary. Pupils throughout the school are courteous, tolerant and respectful.

Leaders have established clear routines across the school. These routines enable lessons to run smoothly and ensure that all pupils have a chance to contribute. Pupils enthusiastically share ideas in pairs, and develop their understanding by building on the ideas of others.

Pupils with special educational needs and/or disabilities are well supported. For pupils with the highest level of need, skilful adults provide nurturing assistance. For other pupils, adults provide personalised resources or clearer explanations so that they can access the same learning as their peers.

Interventions provide extra help for those who need it.

Staff are overwhelmingly proud to be part of the team and have full confidence in school leaders. They appreciate the efforts of leaders to support their well-being and develop their skills.

Many parents also comment very positively on the help provided and efforts made by staff for their children. Governors support and challenge school leaders effectively. They carry out their statutory duties diligently.

Safeguarding

The arrangements for safeguarding are effective.

Well-trained adults are vigilant for any signs of safeguarding concern. All concerns are recorded, reviewed and followed up promptly when required.

Leaders are tenacious in securing help for pupils and their families. They provide bespoke support in school and seek advice when appropriate from external agencies, such as the local authority designated officer and social services. They ensure that safer recruitment processes are followed.

Leaders have adapted the curriculum in light of local safeguarding concerns. Pupils learn how to avoid and resist negative influences and pressures. Pupils are well informed about how to stay safe online and how to report their concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, not all teachers have the expertise to use assessment information to adjust the curriculum as required. When this happens, pupils do not achieve as well in these subjects as they do in other areas of the curriculum. Leaders should ensure that all adults have the training and ongoing support they need to adjust teaching when necessary, so that all pupils can achieve well.

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