Killisick Junior School

Inspection of Killisick Junior School Killisick Road, Arnold, Nottingham, Nottinghamshire NG5 8BY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not previously inspected 10–11 September 2019

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What is it like to attend this school?

Parents and carers and pupils told us that Killisick has improved. A typical comment was, ‘Since the headteacher started, the school has been completely transformed. Children feel cared for, behaviour has improved and there is a sense of community.’

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What is it like to attend this school?

Most pupils enjoy school. They like the clubs and activities that are available. Many pupils told us how much they enjoy learning in class and in assemblies. Pupils also said that they feel proud to have responsibilities and to be able to help others.

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What is it like to attend this school?

A new approach to managing pupils’ behaviour is working very well. Behaviour has improved, although some pupils need reminding to follow instructions. Pupils told us that bullying was very rare but that if it occurred, it was always dealt with.

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What is it like to attend this school?

Pupils know that staff, their friends and the ‘behaviour buddies’ will help them if they have concerns. Pupils enjoy their breaktimes because they have so many activities to keep them busy.

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What is it like to attend this school?

Killisick is a happy school. We found it to be an ambitious, thriving family, where everybody works hard and pupils are well prepared for the future.

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better?

Leaders have improved the quality of education provided for pupils. They have made reading a focus of the school’s work. The library has interesting books and is popular with pupils. Staff teach pupils the skills to read accurately. Teachers help pupils who fall behind in their reading to catch up. The pupils who read to inspectors were able to tackle unknown words.

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better?

Most subject plans are clearly structured. In reading, mathematics and history, teachers follow detailed plans that develop pupils’ knowledge and skills in a clear sequence. In these subjects, pupils achieve well. Plans for some subjects are less developed. For example, plans in art, music and modern foreign languages do not set out how each theme will develop pupils’ knowledge. However, it is clear from the actions that leaders have already taken that they are in the process of improving these plans. When teachers followed well-structured plans, pupils remember more. For example, pupils were more confident when discussing what they had learned about the second world war than when discussing collage.

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better?

Teachers adapt the curriculum well for pupils with special educational needs and/or disabilities (SEND). Staff understand pupils’ needs and provide good support. Pupils with SEND flourish.

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better?

Behaviour has improved. However, not all staff mange pupils’ behaviour well. Some pupils cause minor disruption for other pupils. Leaders have prioritised pupils’ personal development. Pupils told us that they feel valued and included. They 10–11 September 2019

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understand about democracy and know that following the rule of law is part of being a good citizen in modern Britain.

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The headteacher has improved communication with families. This was evident during the celebration assembly held during the inspection. Several parents commented on this, saying, ‘The school is very welcoming to parents and children.’

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The Flying High Trust and school governors fulfil their roles effectively. The trust has helped to improve the school. For example, they have appointed capable, experienced leaders who have focused on getting the basics right, so that the school can thrive.

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The teaching and support staff are a harmonious team. Feedback was very positive in the staff survey about the level of engagement from leaders and the sensible approach taken to workload.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have ensured that systems to safeguard pupils are robust and comprehensive. Staff are well trained and know how to respond to concerns about pupils’ care and welfare. Staff know pupils well and take their welfare very seriously. Staff give visitors clear guidance about the school’s expectations to ensure that pupils are safe. Designated safeguarding leaders work effectively with external agencies and maintain accurate records so that nothing is missed.

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Safeguarding

Pupils understand how to stay safe online.

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(Information for the school and appropriate authority)

 Curriculum design, in some subjects, is in its early stages. Pupils do not achieve as well as they should in all subjects. Leaders should ensure that more rigour is applied in foundation subject planning, so that all curriculum areas are coherent and well sequenced to build on pupils’ knowledge so that they know and remember more.  Leaders need to ensure that the behaviour policy is applied consistently by all staff, so that the behaviour of a small proportion of pupils does not disrupt the learning of others. 10–11 September 2019

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

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. 10–11 September 2019

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School details

Local authority Nottinghamshire County Council

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The predecessor school was inspected in February 2015, and it received a monitoring visit in May 2015.  This is a new school and it was registered in November 2016. This is the first inspection since the school joined the Flying High Trust, a multi-academy trust.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 During this inspection, we held meetings with senior and middle leaders. We met with trustees and two governors, including the chair of the governing body. We met with the chief executive officer of the multi-academy trust and several trust leaders.  Reading, mathematics, history and art were considered in depth as part of this inspection. We visited lessons and looked at pupils’ work. We spoke to pupils in lessons and met with a sample of pupils from all year groups. We listened to pupils read.  We looked at attendance information provided by the school. We looked at 10–11 September 2019

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records and documentation relating to safeguarding. We checked the school’s website and considered the views of 28 parents from Parent View, the online survey. We also considered the responses to the questionnaires for pupils and staff.

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Inspection team

Damien Turrell, lead inspector Ofsted Inspector

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Inspection team

Caroline Evans Ofsted Inspector 10–11 September 2019

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regulates and inspects to 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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