Fulwell Junior School

Inspection of Fulwell Junior School Sea Road, Fulwell, Sunderland, Tyne and Wear SR6 9EE

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Outstanding 9 and 10 March 2022

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What is it like to attend this school?

Nothing is ordinary about Fulwell Junior School. Pupils are inspired on a daily basis by the education that they receive. The corridors and classrooms buzz with excitement. Pupils are enthusiastic about what they learn. They talk joyfully about the books that they are reading. The curriculum is well designed so that pupils make connections between the subjects they learn. A recent project on Leonardo da Vinci helped pupils to link their knowledge from science and art. A parent told us that the school provides ‘a first-class education’. Inspectors agree.

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What is it like to attend this school?

Leaders want pupils to achieve excellence and become well-rounded citizens. They achieve this goal. Values such as respect and resilience are central to life in school. Pupils have high expectations of themselves. They behave impeccably. Everyone feels safe. Pupils from the school council are proud of their roles. They told us that it gives them ‘a sense of duty’.

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What is it like to attend this school?

Pupils understand that difference is something to be valued. Pupils genuinely care for one another. Barely any pupils can remember anyone being bullied. Everyone is confident that any bullying would be dealt with swiftly.

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What is it like to attend this school?

Pupils learn about careers throughout their time in school. Pupils were animated when talking about visits from pilots, florists, engineers and vets. These visits help pupils understand how what they learn in school will help them in the world of work.

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better?

Leaders have a clear vision. They want pupils to appreciate important values and achieve well. Leaders have found the right balance between academic success and developing well-rounded citizens. As a result, pupils leave in Year 6 more than ready for secondary school and life beyond.

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better?

Leaders have made sure that a well-planned and well-taught curriculum gives pupils the knowledge needed to succeed. The curriculum is highly ambitious and has breadth and balance. Important subject content is taught in a logical order so that pupils build their knowledge over time. Teachers are experts in their craft. They spot opportunities to connect knowledge from across the curriculum during lessons. Pupils link what they have learned in different subjects.

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better?

Assessment is used well in school. Teachers check that pupils have the necessary knowledge before teaching new subject content. Leaders use assessment information intelligently. For example, in mathematics, leaders identified that pupils found problem-solving difficult. The curriculum has been adapted so that pupils have more time to practise this element of mathematics.

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better?

Reading is taught exceptionally well. Pupils who need help with phonics when they arrive in Year 3 are identified quickly and get the support that they need. Leaders 9 and 10 March 2022

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keep a close eye on how well pupils achieve in reading throughout the school. If pupils fall behind at any stage, they are helped to catch up quickly.

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The needs of pupils with special educational needs and/or disabilities (SEND) are accurately identified. Teachers and teaching assistants provide excellent support for pupils with SEND. They are helped to become independent learners. Pupils with autism spectrum disorder are particularly well supported because staff have been well trained to meet pupils’ needs.

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Pupils behave with maturity and integrity. Their attitudes to learning are exceptional. This has not happened by accident. Staff have high expectations of pupils. Teachers talk intelligently to pupils about behaviour. Pupils show genuine respect for one another.

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The personal development offer is extensive. Leaders track which pupils engage in the opportunities available in school. Leaders make sure that the most disadvantaged pupils do not miss out.

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There is a well-planned programme of personal, social and health education (PSHE). Pupils learn about different faiths and cultures. They value diversity. They know that everyone is equal. The school’s focus on educating pupils about careers is impressive. Employers are regularly in school. Pupils were keen to tell inspectors about what they learn about careers. This superb work inspires pupils. They do not see any limits to what they can achieve.

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Senior leaders lead by example. Staff who are new to subject leadership are developed well. Staff consistently told inspectors that leaders genuinely care about their workload and well-being.

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Governance has strengthened considerably. The governing body has the skills necessary to hold leaders to account. Governors strike the right balance in supporting and challenging leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have regular and effective training in safeguarding. As a result, all staff have a clear understanding of the signs that might indicate that a pupil is at risk of harm. The procedures to raise any concerns are well understood by staff. Pupils who need support are identified quickly and get the help that they need. Leaders work well with external agencies where pupils need additional support.

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Safeguarding

The PSHE curriculum teaches pupils about how to stay safe, both in the community and online. Pupils learn about healthy relationships in an age-appropriate way. They understand what a good or bad friendship might look like. 9 and 10 March 2022

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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 are the school and you are 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. 9 and 10 March 2022

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School details

Inspection number 10212544 Type of school Junior

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 26 September 2017, under section 8 of the Education Act 2005

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Information about this school

 The school is a larger-than-average-sized junior school.  A new chair of governors was appointed in the autumn term 2021.  No pupils attend alternative provision.

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Information about this inspection

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

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and senior leadership team, the special educational needs coordinator and other middle leaders, including the leaders for reading, behaviour and personal development. The lead inspector met with members of the governing body, including the chair of the governing body, and a representative from the local authority. 9 and 10 March 2022

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 Inspectors carried out deep dives in these subjects; reading, mathematics, science, and art and design. For each deep dive, inspectors met with subject leaders, visited lessons that were taking place, spoke to teachers, spoke to some pupils about their learning and looked at a sample of pupils’ work. The lead inspector listened to pupils reading to a familiar adult and visited some reading intervention sessions.  Inspectors also looked at curriculum plans and visited lessons in physical education and religious education, as well as speaking to the leaders of these subjects.  Inspectors met with leaders responsible for personal development in school and looked at curriculum plans for PSHE.  Inspectors met formally and informally with pupils. This included pupils with leadership responsibilities in school and pupils with SEND. An inspector also met with some pupils who are supported with their behaviour.

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 Meetings were held with teachers and other members of staff, including an early career teacher.  Inspectors reviewed a range of school documentation, including minutes of governing body meetings, the school’s self-evaluation and planning documents.  To inspect safeguarding, meetings were held with the headteacher and deputy headteacher who are the designated safeguarding leads. Inspectors reviewed a range of safeguarding documentation, including the single central record and safeguarding logs. Inspectors also spoke to staff about their safeguarding knowledge.  Inspectors considered the views given by parents, pupils and staff through Ofsted’s online questionnaires.

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Inspection team

Graham Findlay, lead inspector Her Majesty’s Inspector

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Inspection team

Julie McGrane Ofsted Inspector 9 and 10 March 2022

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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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