Other · Ofsted report
Setting
Summary
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- Inspectorssingle source
Peter Limm
- Postcode verified
WN8 9TG
Deep dive
What this report says
In plain English
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Tone of the report
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Reads more warmly than most reports of this type.
How the report reads, start to finish
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Strengths
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- With strong support from her senior leaders, she has introduced new, rigorous and robust systems for monitoring and evaluating the quality of teaching as well as embedding further those policies and practices which were already helping to improve pupils’ learning and progress. p.1
- Pupils with special educational needs now have extra support in lessons as staff trained to undertake learning support supplement the work of teaching assistants to enable pupils to make more rapid progress. p.2
Concerns
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No strong criticism found.
Next steps
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No next steps set out.
What the report dwells on
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Anatomy of the report
How the report is built, against others of the same type and grade.
- Pages
- 2
- Words of findings
- 523
- shorter than usual (typical 1049)
- Reading level
- Hard
- Flesch 42, typical 45
- Average sentence
- 21 words
- Next steps
- 0
- typical 5
- Hedged sentences
- 4%
- “some”, “not always”, “most”…
Where the words go
Full report text
CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG T 0300 1231231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566855 Direct F 01695 729320 Direct email: gail.hill@cfbt.com
p.1
Mrs Paula Bennett Headteacher Berkeley Junior School Marsden Drive Scunthorpe Lincolnshire DN15 8AH
p.1
Serious weaknesses first monitoring inspection of Berkeley Junior School
Following my visit to your school on 3 February 2014, I write on behalf of Her Majesty's Chief Inspector of Education, Children's Services and Skills to confirm the outcome and inspection findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions which have been taken since the school's recent section 5 inspection.
p.1
Serious weaknesses first monitoring inspection of Berkeley Junior School
The inspection was the first monitoring inspection since the school was judged to have serious weaknesses in October 2013. It was carried out under section 8 of the Education Act 2005.
p.1
Evidence
During this inspection, meetings were held with the headteacher and other senior leaders, the Chair and vice Chair of the Governing Body, and a representative of the local authority. The local authority's statement of action and the school's improvement plan were evaluated.
p.1
Context
There have been no staff changes since the section 5 inspection. The governing body has discussed becoming an academy but there are no firm plans to begin this process.
p.1
The quality of leadership in and management of the school
The headteacher and her staff have responded rapidly and robustly to the findings of the section 5 inspection. With strong support from her senior leaders, she has introduced new, rigorous and robust systems for monitoring and evaluating the quality of teaching as well as embedding further those policies and practices which were already helping to improve pupils’ learning and progress. Improving pupils’ performance in mathematics has been a major school priority and, with good support from local authority consultants and the school improvement partner, there are now clear indications that pupils are making much better progress. Similar progress is being made in the quality of pupils’ handwriting and presentation skills.
p.1
The quality of leadership in and management of the school
Subject leaders are beginning to analyse information about pupil progress more carefully and to use their findings sensibly to create lesson tasks which effectively engage and hold pupils’ attention and interest. Pupils are expected to give fuller explanations for their answers and to demonstrate the rigour of their thinking and reasoning. This is especially the case where teachers encourage pupils to apply their mathematical skills to working out practical problems. Pupils with special educational needs now have extra support in lessons as staff trained to undertake learning support supplement the work of teaching assistants to enable pupils to make more rapid progress. This system is not currently being applied to the most able, although the performance of this group is improving.
p.2
The quality of leadership in and management of the school
The governing body is very aware of the developments taking place and continues to balance support for new initiatives with a rigorous questioning of their impact on school improvement. Governors are well trained by the local authority to undertake their role. The local authority provides good support for the school.
p.2
The quality of leadership in and management of the school
Following the monitoring inspection the following judgements were made:
p.2
The quality of leadership in and management of the school
The school's improvement plan is fit for purpose.
p.2
The quality of leadership in and management of the school
The local authority's statement of action is fit for purpose.
p.2
The quality of leadership in and management of the school
I am copying this letter to the Secretary of State, the Chair of the Governing Body and the Director for People for North Lincolnshire. This letter will be published on the Ofsted website.
p.2
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