Wilnecote Junior Academy

Highlights from Latest Inspection

What is it like to attend this school?

Many pupils report that they are happy at Wilnecote Junior Academy and enjoy social times.

They know that if they have a concern they can approach an adult who will help them to resolve it. Pupils are clear about how they are supported to stay safe, for example, online. However, many pupils report that they are frustrated by the inconsistencies in the school.

These include how they can be disturbed in class by poor behaviour or how they are taught. One pupil, typical of many, said the school 'could be better'.

The curriculum has been renewed by leaders across the school.

Some of the curriculum is very new, and there are inconsistencies in how well pu...pils are supported to learn the curriculum in a range of subjects. Pupils enjoy music and the many opportunities they have to perform and to develop their musical knowledge with instruments.

Pupils appreciate the trips and visits that the school organises, including work in the local community.

This includes litter picking in the local area and writing Christmas cards for a retirement home. Pupils especially enjoy 'forest Friday' when they take part in activities outside.

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

The school has reviewed the curriculum to ensure that it suitably ambitious.

For example, in music, the key knowledge pupils need to learn is clear and teachers deliver the curriculum as intended. Pupils are supported well to build on previous knowledge. However, this is not the case in other subjects.

Where the delivery of the curriculum is weaker, the selection of learning tasks is imprecise in developing pupil's knowledge. In addition to this, in some areas teachers do not identify and address misconceptions or gaps in pupils' knowledge. As a result, pupils struggle to build successfully on their prior knowledge.

Pupils who have weaker reading skills have been correctly identified. The school has very recently changed the approach to supporting them. However, the staff who support these have not had training to enable them to effectively support the pupils.

As a result, gaps in some pupils' reading skills are not closed as quickly as they should be.

Pupils with special educational needs and/or disabilities (SEND) have their needs appropriately identified across the school. However, some teachers do not use the information about pupils' additional needs to adapt tasks appropriately for the pupils.

As a result, some pupils with SEND do not make the progress they should.

At social times, pupils play happily with each other. They are welcoming to visitors.

In lessons, many pupils concentrate on their work and complete the tasks given to them. In some classes, there are pupils who find it challenging to do this and this can distract others. This is not consistently managed and some staff do not apply the behaviour policy consistently.

Leaders do not have a clear view of when other pupils are not meeting the behaviour expectations. The school works effectively to secure good attendance and supports those who do not attend as regularly as they should well.

The school has recently reviewed its personal development curriculum.

However, it is yet to be consistently delivered and so some pupils are unclear about some of the key knowledge they need to remember, including aspects of life in modern Britain. For example, pupils learn about different religions and cultures, but some have limited understanding of them. Pupils appreciate the wider curriculum opportunities, trips and visits.

Leaders track who takes part in these opportunities, but do not use this information to ensure that all pupils consistently benefit.

Leaders have been too imprecise in how they evaluate the school's provision and how well their actions are improving the school. This means there are inconsistencies across the school, that have not been identified and addressed.

The trust recognises the rate of improvement at the school has been too variable. They are supporting leaders in securing improvements to teaching. Staff report they are consulted about workload, and they appreciate the professional development opportunities.

Governors have worked with leaders to refine the information they receive, so they are more clearly informed about improvements at the school and can hold leaders to account. They are ambitious for the school and discharge their duties appropriately.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's evaluation of the impact of its work is imprecise and has been too generous over time. This means that the school is unclear about areas of priority and the steps required to secure sustained improvements. The school should ensure that the impact of its work is systemically measured and evaluated across all areas, and realistic steps are identified to secure improvements.

• There are inconsistencies in how well some staff support pupils in the reading catch-up groups. As a result, these pupils do not make sufficient progress to help them to achieve in line with expectations. Leaders should ensure that pupils who have fallen behind in their reading get effective support to enable them to become confident and fluent readers.

• There is variability in how well teachers deliver the curriculum, including selecting learning tasks and checking pupils' understanding. As a result, some pupils do not achieve as well as they should, including some pupils with SEND. Leaders should ensure that teachers receive further support to enable them to deliver the planned curriculum effectively for all pupils, including those with SEND.

Some staff do not apply the agreed behaviour expectations. Consequently, off-task and inconsistent behaviour occurs in some areas of the school. Leaders should make sure that all staff are supported to apply the behaviour principles and expectations consistently.

• There are inconsistencies in how well the new personal development curriculum is taught and how pupils are supported to access wider personal development opportunities. As a result, some pupils are unclear about aspects of life in modern Britain, and have limited wider personal development experiences. Leaders should ensure that the personal development curriculum is consistently implemented, and all pupils benefit from the uptake of a wider range of opportunities to support this.

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