Wyke Regis Church of England Junior School

Highlights from Latest Inspection

What is it like to attend this school?

This is a nurturing and inclusive school. Pupils feel valued as individuals. They are keen and eager to learn.

Pupils say that teachers make learning 'come alive'. Teachers have high expectations of all pupils. As a result, pupils achieve well.

They know that adults expect them to try their best.

Pupils feel happy in school. They are kind and considerate.

Pupils learn to understand their feelings and emotions. As a result, most pupils behave well and have positive attitudes to their learning. Teachers provide effective support to help pupils manage their behaviour when they need it.

Learning is rarely disturbed. Pupils say that there have be...en some instances of bullying in the last few years. They are confident, though, that adults take timely action when issues occur.

Pupils say that staff are helpful if they go to them with any worries. Parents share this view. They value leaders being available and approachable.

One parent told inspectors, 'staff go out of their way to ensure pupils are happy and achieve their best'.

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

Leaders have redesigned the curriculum. They have prioritised English, mathematics and science.

In mathematics learning is well planned. Pupils make links between their previous and current learning. They confidently tackle problem-solving challenges.

In most subjects, pupils progress well because they build knowledge in an order that makes sense. However, this does not happen as well in some curriculum areas.

Curriculum leaders know their subjects well.

They are ambitious and want pupils to be successful. Curriculum leaders know what they want pupils to learn in each subject. They are strengthening ways for pupils to make links between different subjects.

However, they do not always check what pupils know and remember over time well enough. Consequently, teachers do not know how well pupils are progressing in every subject.

Pupils love to read.

They have access to books that interest and challenge them. Leaders carefully consider which books adults will read to pupils. Books are chosen that promote diversity.

Pupils who struggle are supported to catch up quickly. Staff have the expertise to teach phonics effectively. The school environment motivates pupils to read.

There are displays that celebrate pupils' reading achievements. Older pupils have strong comprehension skills. This helps them to be well prepared for the next stage in their education.

Pupils with special educational needs and/or disabilities (SEND) achieve well. Leaders provide extra support to pupils as soon as they need it. Leaders ensure that pupils access the full curriculum.

Pupils with SEND benefit from effective and well- matched support. Leaders evaluate the effectiveness of this provision to know what is working well.

Pupils are respectful and understand equality.

They learn about world religions and how to appreciate differences. Leaders plan a range of trips to enhance pupils' learning. They plan activities that enrich pupils' day-to-day experiences.

Pupils have fond memories of residential visits. They are proud to be on the school council and feel that leaders value their roles. Pupils told us, 'We help the headteacher to make our school an even better place to be.'

Leaders prioritise pupils' well-being. Pupils know how to look after their physical and mental health. They have an age-appropriate understanding of healthy relationships.

Staff are proud to work at the school. They want Wyke Regis Junior School to be a happy place to learn and work. They praise leaders for considering their well-being.

Governors know the school well and understand their responsibilities. They provide effective support and challenge for improvement.

Safeguarding

The arrangements for safeguarding are effective.

Pupils feel safe. Staff understand the school's responsibility for keeping pupils safe. Training enables them to identify pupils who may be at risk.

Staff understand the school's reporting procedures. Leaders keep detailed records of concerns and take appropriate action to support families who need it.

Pupils know how to keep safe online.

They feel able to talk to adults in school about any worries. They learn about risks in their local community. Leaders ensure that safeguarding training reflects local priorities, for example county lines.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have redesigned the curriculum to help pupils to build knowledge in the best order. However, in some subjects pupils find it difficult to link what they know to their previous learning. Leaders need to ensure that all subjects are sequenced in a way that enables pupils to know and remember more across the curriculum.

• Curriculum leaders do not ensure that assessment is used consistently to check what pupils know. Consequently, in some subjects, pupils develop gaps in their knowledge. Leaders must ensure that assessment is used consistently well in all areas of the wider curriculum.