Unstone Junior School

Highlights from Latest Inspection

What is it like to attend this school?

In the words of a parent: 'Unstone Juniors is a small school with a big heart and is almost like a family.' The staff care deeply for every pupil's academic development and emotional well-being. Pupils are excited, enthusiastic learners who are proud of their school.

They know teachers expect them always to do their best and they rise to this challenge.

Adults around school model the positive behaviours and attitudes which are clear in pupils' relationships with each other. Pupils feel very safe in the knowledge they are respected by their peers, regardless of their background or ability.

Pupils trust adults to deal with problems such as bullying, although th...ey are adamant it doesn't happen.

The school's core values are evident as pupils are 'responsible, confident, respectful and aspirational'. Pupils enjoy their lessons and behave well when learning and around the school.

They are courteous and considerate. There is a focus on pupils' personal development, with a wide range of enrichment activities available. Teachers encourage pupils to consider the views and opinions of others.

For example, during an assembly, pupils debated maturely whether it was ethical for humans to swim with dolphins.

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

Leaders have planned the curriculum thoughtfully to help pupils catch up with any lost learning that may have emerged during the pandemic. They have prioritised pupils' learning in reading and mathematics.

Skilled teachers recognise gaps in pupils' knowledge and address these quickly.

Pupils read, and are read to, each day. The vast majority of pupils read fluently, including when tackling unfamiliar and challenging texts.

Skilled teaching assistants teach and reinforce early reading skills for pupils who find reading difficult. Pupils in both classes have particularly enjoyed their work on Shakespeare, with one pupil commenting: 'I just want teachers to let me carry on reading.'

Teachers assess pupils' knowledge frequently and accurately.

They use this information to set work that is ambitious for pupils regardless of their ability. This has enabled pupils to secure a broader and deeper understanding of mathematics than in previous years. In a few subjects, the plans do not fully set out precisely what pupils should learn.

Pupils with special educational needs and/or disabilities are well supported to ensure they can access all aspects of the curriculum.

Pupils eagerly share the knowledge they have gained in subjects across the curriculum. They become increasingly competent in making connections between different aspects of their learning.

For example, in the Acorns class, pupils talk about the importance of renewable energy while making electrical circuits to power a bulb.In the Oaks class, pupils use their knowledge of the Tudors to enhance and expand on their understanding of Shakespearean plays.

Senior leaders have ensured that pupils' personal development is a central thread running through each pupil's education.

This is a considerable strength of the school. Leaders have developed a curriculum that prepares pupils for life beyond school. Teachers plan regular opportunities for pupils to discuss, consider and reflect on social and moral issues.

Pupils can access a wide and diverse range of enrichment activities. They speak enthusiastically about academic and sporting clubs, residential visits, and visitors, such as 'The Plague Man'. All pupils in the Oaks class receive weekly clarinet lessons.

They have played with the Halle Orchestra, prior to the pandemic.

Leaders and governors have addressed the issues raised at the time of the last inspection. They have a good understanding of the school's performance.

They know what is needed for further improvement. Sometimes leaders' plans for improvement are not precise enough to ensure they are as effective as they could be.

Leaders have monitored pupils' welfare and attempted to minimise the impact of COVID-19 on learning.

However, some planned school improvement work has been hampered. In particular, pupils' expected learning in a small number of curriculum areas is not as clear as it needs to be.

A number of new governors have joined the school since the last inspection.

They have prioritised safeguarding and induction training. However, they have not yet had the hands-on experience they need to support the strategic work of the school and federation fully.

Safeguarding

The arrangements for safeguarding are effective.

The culture of care and support for children and families extends beyond accurate administrative procedures and record-keeping. All who work in the school use their up-to-date safeguarding training to inform their practice. They are vigilant for the signs of pupils at risk of harm.

Leaders are tenacious in following up concerns with external agencies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders are not precise enough in their planning for curriculum and school improvement. Plans lack the detail and precision to ensure clarity about the ownership of responsibilities and the necessary impact.

Leaders should ensure that actions are precise and measurable. Responsibilities and timelines must be unequivocal. Regular milestones will assure leaders and governors that actions are on track and having the desired effect on school improvement.

• Senior and subject leaders have not yet completed their planned overhaul of the curriculum. In a small number of subjects, there is not enough detail of the specific knowledge pupils should know and remember. Leaders should prioritise the completion of this work to ensure teachers are clear about what to teach and in what sequence.

This will also assist teachers in assessing what pupils have learned in all subjects. ? Those new to governance have not yet had the full range of training and in-school experience they need. The pandemic has meant they have had only minimal contact with the school since starting.

Their role in the strategic development of the federation of schools is significant and not straightforward. Leaders and governors should prioritise an action plan to accelerate the development of new governors. This will enable them to support school leaders, more fully and sooner, in addressing any barriers to further school improvement.