West Bridgford Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to West Bridgford Junior School.

They like learning and socialising with their friends. Pupils say that bullying does not happen very often at this school. They trust the adults to listen to them if they have any worries.

Any rare instances of bullying are dealt with appropriately by staff.

Leaders and staff have high expectations that pupils, including those with special educational needs and/or disabilities (SEND), will achieve well and concentrate in their lessons. Pupils live up to these expectations.

They are polite, greeting visitors with a courteous 'good morning'. They play sensibly on the playground, making good use of th...e play equipment that is provided for them.

Most pupils are based at the main school site on Exchange Road.

Pupils in Year 5 have their lessons at a nearby annex site known as 'The Cottages'. These pupils walk sensibly to and from the main site to have their lunch or to attend an assembly. They are well supervised by the adults who walk with them.

Every parent who expressed an opinion said that their children are happy, safe and do well at this school.

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

Leaders and staff are determined that pupils will have every opportunity to become keen readers. Some classes have 'book loan' boxes.

Pupils bring in books that they have enjoyed reading at home. Other pupils can borrow the books that their friends recommend. Teachers read frequently to pupils.

Every class has a poetry bag. It contains poetry books, a hot chocolate sachet and some paper for notes and drawings. Pupils can take the bag home.

They are encouraged to snuggle up with a hot chocolate drink and enjoy reading poetry with their families.

Those pupils who join the school still at the early stages of learning to read are provided with books that are at the right level for them. This helps them to build their confidence.

Pupils in Year 3 have regular phonics lessons to ensure they can learn to read and spell words correctly.

Pupils behave well in lessons. They pay attention, concentrate on the tasks they have been set and do not disturb others.

The curriculum in some subjects, including mathematics, is carefully planned and well taught. Teachers have strong subject knowledge. They check that pupils understand what they are being taught through frequent 'Fast in Five' quizzes.

Teachers adapt their teaching and provide support for pupils with SEND so that they can achieve well alongside their classmates.

In some subjects, the curriculum is not as precisely planned. Some subject plans set out the activities that pupils will complete, but they do not state the most important knowledge that pupils must be taught and should be helped to remember.

In subjects other than English and mathematics, leaders do not have a clear strategy to check that pupils are remembering what they have been taught in the long term.

Subject leaders have received training so that they understand their responsibilities. They have started to plan the curriculum and have ensured that provision for all pupils, including those with SEND, is effective.

However, subject leaders do not have a clear oversight of the strengths and weaknesses of the areas that they are responsible for.

Leaders provide a wide range of opportunities to promote pupils' personal development. Pupils can go on a residential visit and listen to visitors talk about their careers.

They are taught about the importance of staying active and eating healthily. Many pupils learn to play a musical instrument. The school's six 'Learning Champions', including 'Professor Perseverance' and 'Captain Curiosity', help pupils to develop a pride in their achievements.

They are displayed around school as superhero characters to remind pupils of these important qualities.

Governance at the school is a strength. They provide an appropriate balance of support and challenge to leaders.

Alongside senior leaders, they keep a careful eye on everyone's workload and well-being. This is appreciated by staff.

Safeguarding

The arrangements for safeguarding are effective.

All staff understand their responsibilities in relation to child protection. They know the signs of potential abuse to watch out for and how to raise any concerns they may have without delay. Leaders provide early help where it might be supportive to a pupil.

For example, counselling is available.

Pupils learn how to keep themselves safe. They learn about the potential dangers of using modern technology, and about road safety and stranger danger.

Pupils recognise that this is preparing them for when they will make their way to school independently as they grow older.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum is not yet sufficiently planned and sequenced in some subjects. However, it is clear that leaders have already taken action to plan next year's curriculum, and to train staff in how to deliver it.

For this reason, the transition arrangements have been applied. The content of the curriculum in some subjects is set out clearly so that teachers know exactly what pupils must learn and when. Some foundation subjects are not as precisely planned.

In these subjects, the most crucial knowledge that pupils must learn and remember is not explicit. Teachers cannot make sure that pupils remember the most important knowledge in the long term so that they can build securely on prior learning. Leaders must ensure that the content of every subject plan is set out sequentially and precisely and a strategy is in place to help pupils remember what they have been taught.

• Subject leaders do not have sufficient oversight of the areas they are responsible for. They cannot act swiftly to make improvements. Senior leaders must provide middle leaders with the support they need to fulfil their responsibilities.