Monkwick Junior School

Monkwick Junior School School Road, Monkwick, Colchester, Essex CO2 8NN

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Inspection dates 31 January–1 February 2017

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Overall effectiveness Requires improvement

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Requires improvement

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Outcomes for pupils Requires improvement

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Overall effectiveness at previous inspection Not previously inspected

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Summary of key findings for parents and pupils

This is a school that requires improvement

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Summary of key findings for parents and pupils

 Leaders’ monitoring and assessment of pupils’ progress have not focused on pupils making expected or better progress from their different starting points. Under the new academy structure, this has been a key focus.  More robust monitoring systems and holding teachers to account have shown that more pupils now make better progress, demonstrating the capacity to improve pupils’ achievement.  Governors do not yet have sufficiently good knowledge of the work the school is doing. They do not know how best to support the school or how to challenge leaders to do better.  Subject leaders are new in role and have not yet made an impact on improving teaching and learning in subjects other than English and mathematics.  Pupils make expected, rather than good progress.  Teachers do not use assessment information well enough to ensure that all groups of pupils make expected or better progress.  Teachers do not provide sufficient challenge for

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Summary of key findings for parents and pupils

pupils, most notably the case for the most able pupils, disadvantaged pupils, and pupils who have special educational needs and/or disabilities.  Teaching assistants are not consistently effective to ensure that they have a positive enough impact on pupils’ outcomes. Therefore, despite support, pupils do not always make the progress they should.  There are still too many incidents of poor behaviour over time.

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Summary of key findings for parents and pupils

 The work that leaders have done to improve attendance has made a difference in ensuring that pupils attend school.  Leaders demonstrate that there is capacity to improve. This is particularly the case now that the trust provides additional support to improve the monitoring of teaching, learning and assessment.  Pastoral care is a strength at the school. The pastoral team works with families and external agencies to meet the needs of individual pupils well. As a result, vulnerable pupils in particular access learning with increasing confidence.

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What does the school need to do to improve further?

 Improve leadership and management by ensuring that: – governance, including the newly formed trust, provides effective support and challenge to school leaders – monitoring is precisely focused on improving outcomes for all groups of pupils – all subject leaders make a positive difference to the quality of teaching and learning across the curriculum, and consequently, the progress pupils make.  Improve teaching so that pupils make good progress and reach at least age-related expectations by ensuring that: – teachers use assessment information consistently well to provide work at the right level – the most able pupils, disadvantaged pupils and pupils who have special educational needs and/or disabilities are sufficiently challenged – adults who support teaching and learning receive appropriate training and guidance from teachers to support pupils well, particularly pupils who have special educational needs and/or disabilities, and those who find it difficult to access

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Effectiveness of leadership and management Requires improvement

 Although there are systems and processes in place to identify pupils who are not on track, leaders have not ensured that these are rigorous enough to result in pupils making rapid enough progress from their starting points.  The school’s plan for improvement accurately outlines the school’s key priorities. However, there is a lack of detail on how leaders expect to raise achievement for all groups of pupils, particularly the most able and disadvantaged.  Leaders’ monitoring of teaching and the performance of teachers have not been effective in eradicating inconsistencies in teaching. Teachers have been unsure of pupils’ starting points when they join the school and it has taken too long for teachers to establish where the pupils are in their learning. Although pupils are starting to make more progress, the initial delay in gaining a good understanding of pupils’ prior learning has slowed pupils’ achievement.

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Effectiveness of leadership and management Requires improvement

 Leaders have identified the need to ensure that baseline information is accurate when pupils join the school in Year 3. They are beginning to work closely with the infant school to ensure that the information they receive is as accurate as it can be, so that teaching and learning can be planned to meet the needs of all the pupils on arrival.  There are many teaching assistants who work with small groups of pupils needing extra support, and the funding for the high proportion of pupils who have special educational needs and/or disabilities is used primarily to fund training and additional adults in class. However, senior leaders are not using the full range of evidence, such as the effectiveness of the additional support, to check whether pupils’ progress is quick enough considering their starting points. Therefore pupils are not making the progress they could.  Pupils who receive support for social, emotional and behaviour concerns settle well into

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Effectiveness of leadership and management Requires improvement

the school due to the school’s transition work with the neighbouring infant school.  The use of pupil premium funding has not been monitored effectively enough. The proportion of disadvantaged pupils who made expected progress from their starting points in reading, writing and mathematics in 2016 was below the national average. However, it is evident that the funding used to support vulnerable pupils with behavioural, social and emotional concerns has had a more positive impact on behaviour and attendance and preparing pupils to access their work.  The school uses the physical education (PE) and sport premium funding effectively. New lunchtime equipment has greatly reduced the number of incidents of poor behaviour. Opportunities, such as in girls’ football, boys’ football, dodgeball and dance clubs, have increased pupils’ participation in clubs. A full-time coach has been employed to share expertise with teachers. Monitoring of the teaching of PE

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Effectiveness of leadership and management Requires improvement

demonstrates that teachers are developing good skills, and the teaching of PE is effective.  The newly formed trust has begun to work closely with the school to provide support and expertise to the leadership team. The trust monitors the use of pupil premium funding closely to check and improve its impact on the achievement of disadvantaged pupils. As a result, there is a more refined focus on improving outcomes for all groups of pupils, including the most able pupils and disadvantaged pupils, and this is beginning to have a positive impact.  Leaders of mathematics and English have clearly identified areas to improve pupils’ outcomes in these subjects. Leaders have analysed pupils’ work by identifying the gaps in pupils’ knowledge and understanding. The leaders have specifically highlighted the need for more challenge in mathematics to secure a deeper understanding of mathematical concepts, and the teaching of fluency within reading. Subject leaders’

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Effectiveness of leadership and management Requires improvement

plans clearly identify actions to improve pupils’ outcomes.  The school’s curriculum is themed. Themes include, in Year 6, exploration of history and language through the work of Shakespeare’s ‘Macbeth’ and Year 5 through the poem ‘The Highwayman’ by Alfred Noyes. Topic books show that pupils experience a broad curriculum. However, leaders acknowledge that assessment of the quality of teaching and learning in the full range of subjects is still in the early stages.  Spiritual, moral, social and cultural development is promoted well. The teaching of fundamental British values is apparent from stimulating displays at the front of the school. Pupils talk knowledgably about respect and tolerance.  Pupils learn about positive relationships through lessons in personal, social and health education, such as pupils in Year 6 learning about the impact of peer pressure when discussing a variety of scenarios and reflecting on the possible actions and

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Effectiveness of leadership and management Requires improvement

consequences. Pupils learn about other religions and cultures, such as the colourful celebration of Chinese New Year, involving youngsters enjoying taking part in a dragon dance.

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Governance of the school

 While the governing body is committed to school improvement, governors are not yet effective in holding the school’s leaders to account.  Under the new trust, the governing body is in the process of restructuring its roles and responsibilities. Governors know the school’s key priorities and have supported the work already undertaken by the senior leaders to improve behaviour and attendance. However, they are not rigorous in challenging senior leaders about their work to improve pupils’ academic outcomes. The trust has acknowledged this weakness and is currently providing support to the governing body.  The governing body fulfils its responsibilities with regard to safeguarding pupils and child protection.

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Safeguarding

 The arrangements for safeguarding are effective. The school carries out appropriate checks on those appointed to work at the school. Leaders ensure that staff undertake regular training so that their knowledge of child protection procedures is up to date. Staff complete questionnaires on safeguarding and protecting pupils from radicalisation, ensuring that there is a safeguarding culture throughout the school.  The school’s records show that incidents of inappropriate behaviour by pupils are still far too high. This has had an adverse effect on parents’ and pupils’ perceptions of safety at the school. However, parents who spoke to inspectors after school recognised the positive work the school was doing to improve pupils’ behaviour.  Senior leaders have worked successfully to improve pupils’ attendance. Procedures for ensuring good attendance are rigorous and non-attendance is followed up immediately.

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Safeguarding

Attendance in now in line with the national averages.  The school’s processes for child protection are effective. Monitoring systems are robust and the school provides excellent pastoral care for vulnerable pupils and families. As a result, pupils’ readiness for learning has improved.

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Quality of teaching, learning and assessment Requires improvement

 Teachers are not making good enough use of assessment information to set work at the right level for pupils’ abilities. As a result, pupils do not make the good progress they should.  Pupils’ work in mathematics shows that some pupils are making at least expected progress. However, pupils are not sufficiently challenged to make even more progress to achieve higher standards of work. Pupils spend too much time completing routine calculations that they know how to do without being given work that gets them to think more deeply.  Teachers’ subject knowledge is secure in teaching the skills in writing, such as grammar, punctuation and spelling and how to write for specific purposes. However, pupils are not being given enough opportunities to use the skills often enough in other subjects. Consequently, pupils have difficulty in applying writing skills to different contexts.  Having identified weaknesses in pupils’ reading skills, staff have quite rightly made this

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Quality of teaching, learning and assessment Requires improvement

a key area of focus by ensuring that the emphasis on reading is high profile within and outside school. Pupils have many opportunities to read in class and the school provides incentives to read at home. Comprehension skills are taught well through regular guided reading sessions and through a class book.  Pupils who have special educational needs and/or disabilities are supported well by the school for their social and emotional needs. The school liaises effectively with external agencies to provide support to pupils, and training for staff.  Although adults have had training to support pupils who have special educational needs and/or disabilities, this is not effectively supporting pupils enough in their learning. Hence, they do not consistently make as much progress in reading, writing and mathematics as they should.  External visits and visitors support the teaching of the curriculum effectively. For

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Quality of teaching, learning and assessment Requires improvement

example, Year 3 pupils visited a reconstruction of an Anglo-Saxon settlement. Pupils use the local area to support their learning about rocks, soils and the formation of fossils. During the inspection, one pupil enthusiastically shared her findings from the beach that supported her learning and the learning of others.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  The school provides a good range of pastoral care. The school nurture group is a safe and caring environment. Inspectors observed pupils being taught to work together as a team to construct a den. They were supported by experienced adults who questioned and supported the learning effectively. Pupils enjoyed the task, and were confident and respectful of each other’s ideas.  Pupils enjoy the responsibilities of being on the school council and as anti-bullying advocates. These responsibilities prepare pupils for their next stage in education.  Pupils learn about, and know, how to stay safe online. The school has organised e- safety sessions for parents to help support children at home.  Pupils told inspectors that they enjoy school and are motivated by the incentives the school provides. Attendance figures are displayed in each class and celebrated weekly

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Personal development and welfare

in assembly. Pupils who have good punctuality and attendance are entered into a draw. If selected, they are allowed to choose from the ‘cabinet of wonder’, which holds an assortment of gifts. As a result of these incentives, attendance is improving over time, and is now in line with the national average.

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Behaviour

 The behaviour of pupils requires improvement because there are too many incidents of poor behaviour. Leaders have worked to improve behaviour and incidents have reduced considerably. However, there is still more to do.  Pupils generally have positive attitudes to learning. In some year groups, low-level disruption hinders pupils’ learning.  Parents comment positively about how much their children enjoy school. One parent said, ‘My daughter has loved her Year 6 class from the first day. The teachers are good at motivating the students to work hard.’  The new ‘positive behaviour policy’ has been well received by parents and pupils. Pupils are provided with many incentives to ensure that their behaviour stays good. The school ensures that incentives can be accessed by all pupils.  Pupils understand the new behaviour system, and ‘good to be green’ is popular with the pupils. Pupils who manage to stay green for a defined period of time receive a

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Behaviour

treat. Pupils are motivated by the incentive and the school has seen an improvement in pupils’ behaviour.  Pupils generally feel safe at school. Pupils know to speak to nominated anti-bullying advocates who mediate between their peers. Breaktimes are well supervised and pupils generally play well together. All staff who completed the online survey say that pupils are safe in school.

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Outcomes for pupils Requires improvement

 In 2016, too few pupils made expected, or better than expected, progress from their various starting points in reading, writing and mathematics. Pupils’ work shows that this picture is improving and more pupils are on track to make better progress by the end of this academic year.  The proportion of pupils who met the national standard in mathematics was below the national average in 2016. While the school recognises the gaps in pupils’ knowledge and understanding, the most able pupils are not always challenged well enough to improve their skills quickly. As a result, across the school, very few pupils are working at the higher levels for their age.  Younger pupils, including those who speak English as an additional language, use phonics knowledge to read unfamiliar words. Older pupils explain why you would need to understand meaning within the context of the sentence, ‘to ensure you are reading

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Outcomes for pupils Requires improvement

the correct homonyms’. There is a definite love of reading, and pupils are keen to share knowledge they have gained. As a result, achievement in reading is improving.  In 2016, some groups of pupils did not make enough progress, including the most able pupils and pupils who have special educational needs and/or disabilities. Disadvantaged pupils did not make progress in line with that of other pupils nationally. The trust and school leaders have recognised that this is a priority and that these pupils need to make rapid progress. Now, more focused assessment systems are helping pupils in these groups to begin to make better progress from their starting points.  The school provides a broad curriculum, but pupils’ outcomes across a range of subjects are variable. Inspection evidence confirmed that pupils do not have enough opportunities to write in different subjects or to apply skills learned in subjects such as

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Email address admin@monkwick-jun.essex.sch.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Before the inspection, the school did not meet requirements on the publication of specified information on its website. During the inspection, the school updated all key missing information.  The school complies with Department for Education guidance on what academies should publish.  Monkwick Junior is smaller than the average-sized primary school.  Most pupils are from White British backgrounds.  The proportion of pupils for whom the school receives pupil premium funding is well above average.  The proportion of pupils who have special educational needs and/or disabilities who are supported through School Action is well above average; the proportion supported at School Action Plus, or with a statement of special educational needs, is above average.

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Information about this inspection

 The inspection team observed teaching and learning across all year groups.  Most observations of learning were carried out jointly with school leaders.  Meetings were held with governors, representatives from the academy trust and school staff, including senior and middle leaders.  The inspection team observed the school’s work and looked at pupils’ work, information on pupils’ attainment and progress, and records of behaviour and safety.  Inspectors scrutinised the monitoring of teaching and the management of teachers’ performance, minutes of governing body meetings and the school’s website.  Discussions were held with a group of pupils and informal conversations took place during lesson times and in the playground.  Policies and procedures for the safeguarding of pupils were examined, including mandatory checks made regarding the recruitment of new staff.  The inspection team listened to pupils read and talked to them about the books they

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Information about this inspection

enjoy.  Inspectors took account of 12 responses to the parent online questionnaire (Parent View) and text responses from parents. Additionally, inspectors spoke with parents informally at the end of the school day.  The questionnaires completed by nine members of staff were also considered. No pupils completed the online questionnaire.

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Inspection team

Cindy Impey, lead inspector Her Majesty’s Inspector

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Inspection team

John Mitcheson Her Majesty’s Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. www.gov.uk/pupil-premium-information-for-schools-and- alternative-provision-settings .

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Inspection team

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted .

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Inspection team

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Inspection team

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Inspection team

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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