Castle Hill Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Castle Hill Junior are happy and safe. They know that the adults in school are there to help and support them.

The school's 'learning knights' encourage pupils to develop behaviours for effective learning, for example perseverance. Routines and expectations are consistent. Classrooms are calm and purposeful so that learning time is maximised.

Pupils know and understand the school's values of pride, ambition and respect. They are proud of their work and the school. They love to learn outside and use the discovery den.

Pupils enjoy learning a broad range of subjects. The curriculum builds on what they have learned at the infant school. For pupils in Y...ear 3, the transition into the junior school is seamless.

Teachers encourage pupils to do their best in all activities. Pupils achieve well over their time in the school.

Relationships between pupils and staff are respectful and positive.

Pupils show empathy and understanding towards each other. Pupils apply for, and take on, leadership roles such as house captains, anti-racism ambassadors and school prefects. These roles ensure that pupils have a voice and that they can contribute meaningfully to the school community.

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

The school has constructed a broad and well-planned curriculum. In most subjects, the school has identified the important knowledge that pupils need to learn and when they need to learn it. This is particularly so in English, mathematics and science.

Pupils receive well-targeted support that helps them to catch up. As a result, standards are improving. In a few subjects, pupils have gaps in their knowledge and understanding.

This is because the subject-specific knowledge that pupils should learn in these subjects is not sufficiently detailed. Leaders have not checked that the curriculum is being taught as intended in these subjects.

Reading is a priority.

The school has considered the range and quality of books that pupils read. They reflect the school's diversity and ethos. Pupils who struggle with reading get effective support to help them catch up quickly.

Skilled staff identify what makes reading tricky. They provide precise teaching to help pupils become fluent, confident readers. By the time pupils leave the school, they have read a rich menu of classic and modern texts, including playscripts.

Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school. Staff know when to step back and encourage pupils to develop independence and when to provide support. The school works closely with parents and other agencies to provide a coordinated approach to meeting the needs of pupils.

This ensures that pupils have the support they need to be able to learn. Pupils with SEND make good progress.Some pupils with SEND attend the school's special educational needs unit.

All pupils in the unit have education, health and care plans (EHC plans). Pupils follow a curriculum tailored to their needs. This helps them to make progress with their learning and independence.

There are clear and consistent routines in classrooms. These ensure that pupils know and understand teachers' expectations. Pupils behave well.

They talk about how they demonstrate resilience and what they need to improve to become better learners. Pupils appreciate the range of opportunities at playtimes.

The school's support for pupils' mental health and well-being is effective.

The school has rooted its curriculum in the community, starting with what pupils know and have experienced. The school helps pupils to expand their experiences beyond the locality. Careers fairs and visits inspire pupils to consider ambitious futures.

The diversity of the school community is celebrated and valued. Outdoor learning and time to play are important parts of the curriculum.

Leaders and trustees have steered the school through a period of change.

They know the school's strengths and areas for improvement. Leaders ensure that teachers, including those at an early stage in their career, get the support they need to develop their expertise.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, there is a lack of clarity about what pupils need to learn and when they need to learn it. This means that pupils do not achieve as well as they could. The school should ensure that the subject knowledge that pupils should learn is identified precisely and appropriately sequenced in all subjects.

• In some foundation subjects, leaders have not checked that the curriculum is implemented consistently well across classes and year groups. This means that some pupils do not achieve the ambitions of the curriculum and have gaps in their knowledge and understanding. The school should ensure that the curriculum is implemented effectively so that pupils learn what is intended in all subjects.

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