Alfred Lord Tennyson School

Inspection of Alfred Street Junior School, Rushden Alfred Street, Rushden, Northamptonshire, NN10 9YS

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Requires improvement 10–11 December 2019

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What is it like to attend this school?

This is a welcoming school where most pupils enjoy learning. Leaders want pupils to achieve well. Teachers’ expectations of what pupils should and can do are rising. Pupils are now reaching higher standards in some of their learning. This is not yet the case across all subjects, or for some pupils.

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What is it like to attend this school?

The school learning environment is stimulating and vibrant. Many pupils have positive attitudes towards their learning. Pupils told us that behaviour is improving. A few pupils with more complex needs sometimes disrupt the learning of others. Staff care for the pupils well and help them to keep safe. Pupils told us how they can talk with an adult if they have any worries. Most pupils feel that staff deal with bullying well when it does occur.

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What is it like to attend this school?

Staff set good examples and show pupils how to be respectful citizens. Pupils play and get on well together. Most pupils were friendly and polite towards us during the inspection. Pupils understand and follow the school’s values. They take part in community activities. Pupils lay wreaths at the yearly memorial service. They also attend armed forces days and donate to local food banks.

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better?

Leaders have begun to design a suitable curriculum for mixed-aged classes. In 2019, Year 6 pupils achieved better in reading, writing and mathematics than pupils have done in the past. In all subjects, there is now a planned programme of what pupils need to know and be able to do. In some subjects there is a sensible order in which to teach new content. This is not the case in all subjects.

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better?

At times, teachers’ knowledge and practice are not as strong as they should be. Pupils do not remember enough about what they have learned. Some pupils find it difficult to recall key information. Leaders are supporting teachers to better deliver the subject plans. Teachers are developing new assessment approaches. This is beginning to help them identify and fill gaps in pupils’ learning.

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better?

Some pupils in Year 3 have weak reading skills. Leaders have introduced a new phonics programme and have trained staff to deliver it. It is too soon to know how effective the programme will be in improving pupils’ early reading skills. The books which pupils read as part of this programme are well matched to the sounds they know. Most pupils told us that they enjoy reading. They make good use of the library and change their books often. Some pupils are not confident when discussing their reading or book choices.

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better?

Leaders have launched a new approach to writing this year. They have created long- term plans for what pupils should learn and be able to do. Although it is early days, the quality of pupils’ writing is showing signs of improvement. 10–11 December 2019

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Most pupils behave well. Yet, some pupils behave in a way that disrupts the learning of others. Leaders are developing pupils’ resilience and self-awareness. The outdoor adventure programme is supporting this well. Staff provide a good range of activities beyond the classroom. Pupils were eager to tell us about the knitting club. We also saw ‘sports crew’ pupils enjoying leading playtime games. Leaders prepare pupils for life in modern Britain. Pupils’ understanding of the spiritual and cultural differences in the world is still developing.

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Leaders do not provide pupils with special educational needs and/or disabilities (SEND) with enough support. Teachers do not adapt the curriculum to match the needs of these pupils as well as they should. Leaders do not ensure that pupils’ improvement targets are precise enough. They do not check incidents of poor behaviour well enough to help some pupils improve their behaviour.

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The local authority and a national leader in governance support the work of the school well. Leaders are working hard to get parents involved with their children’s learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders make the right checks on staff before they start work at the school. Staff are knowledgeable and understand current safeguarding guidance and procedures. Pupils learn how to keep themselves safe. The school’s personal, social, health and economic education programme contributes well to this. Pupils have the confidence to talk to staff if they have a problem. Staff are vigilant in looking out for signs that a pupil may be at risk. Leaders respond well to any concerns reported. They are diligent in following up these concerns and make sure that pupils get the support they need.

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(Information for the school and appropriate authority)

 The full curriculum is not sufficiently well developed to build pupils’ knowledge. Pupils do not gain enough knowledge in some subjects. Leaders should develop the subject plans they have started so that they build up pupils’ knowledge and skills in a coherent and logical manner.  Teachers do not consistently deliver the curriculum well. This includes their use of assessment to check on what pupils know and can remember. Some pupils do not learn as well as others do. Sometimes teachers do not meet pupils’ learning needs as well as they should. Leaders should ensure that teachers have the knowledge and skills to deliver the planned curriculum. They should make sure that teachers follow the agreed subject plans. Leaders should develop teachers’ use of assessment to check what pupils learn and remember. 10–11 December 2019

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 Some pupils in Year 3 have weak reading skills. They do not catch up quickly enough. These pupils find it difficult to access the full curriculum. Leaders should build on what they have started in implementing the new phonics programme. They should ensure that pupils have the required reading knowledge to access the full range of subjects.  Leaders have not paid enough attention to supporting pupils with SEND. Pupils with SEND do not achieve as well as they should across the curriculum. At times their behaviour disrupts the learning of other pupils. Leaders should ensure that pupils with SEND receive appropriate support to help them improve their behaviour and achieve well.

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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 December 2019

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School details

Inspection number 10110043 Type of school Junior

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School details

Appropriate authority The governing body

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School details

Chair of governing body Elizabeth Carr-Archer

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School details

Date of previous inspection 27–28 June 2017

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Information about this school

 Since the previous inspection a new headteacher has been appointed.

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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

 We held meetings with the headteacher, senior leaders and other staff. We met with four representatives of the governing body, including the acting chair of the governing body. We also spoke with a member of the local authority.  We looked in detail at four subjects: reading, writing, science and history, to consider the quality of education. We visited lessons, some with leaders. We met with teachers, subject leaders and pupils, and looked at a sample of pupils’ work. We also listened to pupils’ reading and observed pupils at playtimes.  We looked at a range of other documentation, including that relating to safeguarding, behaviour and attendance. We also looked at leaders’ evaluation of the school’s performance, and their planning documentation. We reviewed and considered the information on the school’s website.  We spoke with parents and considered their responses to Ofsted’s online survey, 10–11 December 2019

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Ofsted Parent View, and the school’s own surveys.

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Inspection team

Vondra Mays, lead inspector Ofsted Inspector

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Inspection team

Caroline Evans Ofsted Inspector 10–11 December 2019

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