Inglewood Junior School

Inspection of Inglewood Junior School Arnside Road, Harraby, Carlisle, Cumbria CA1 3QA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 20 and 21 April 2022

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What is it like to attend this school?

Pupils enjoy coming to school each day. They are friendly and kind to each other. Pupils try hard in lessons. They know that leaders have high expectations of them.

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What is it like to attend this school?

Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), achieve well during their time at Inglewood Junior School. They leave Year 6 well prepared for the next stage of their educational journey.

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What is it like to attend this school?

Pupils are positive about the behaviour of others. They enjoy strong and caring relationships with staff. Around school, pupils behave well. They explained that sometimes pupils display poor behaviour. However, they explained that these incidents, along with bullying, are rare. Pupils appreciate that staff are fair. They know that adults will sort out any poor behaviour or bullying quickly. This helps pupils to feel happy and safe in school.

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What is it like to attend this school?

Pupils learn how to stay fit and healthy. Exercise is a big part of their school day. Each day they complete multiple laps of the school circuit to further develop their fitness and stamina.

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What is it like to attend this school?

Many pupils enjoy taking part in the wide range of extra-curricular sports-based clubs. They engage in a wide range of popular and challenging sports that range from football to boxing.

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What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum. They have considered the important knowledge that they want pupils to learn and the skills that they want pupils to develop. Teachers, support staff and those who lead subjects engage in regular and appropriate training. This helps them to develop their subject and curriculum expertise.

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What does the school do well and what does it need to do better?

Governors are very supportive of school leaders. They know the school well and have a secure understanding of how effectively the curriculum is delivered. They have strengthened their knowledge of subjects beyond English and mathematics. They actively challenge leaders about the quality of education that pupils receive. Governors ensure that disadvantaged pupils and those pupils with SEND access the same curriculums as their classmates.

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What does the school do well and what does it need to do better?

School leaders have effective processes in place to identify any additional needs that pupils with SEND may have. They ensure that this group of pupils receive effective support to enable them to achieve well.

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What does the school do well and what does it need to do better?

In many subjects, teachers organise new learning so that it builds on what pupils already know. In these subjects, pupils develop their learning well. They make connections with what they have learned previously. However, in a small number of subjects, teachers do not use assessment strategies as well. Occasionally, this prevents teachers from identifying earlier learning that pupils have forgotten. This means that pupils struggle to make links with new learning and, from time to time, this hinders their progress. 20 and 21 April 2022

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Leaders have ensured that staff receive appropriate training to deliver the reading and phonics curriculum effectively. They have worked in close partnership with the local infant school. Staff who deliver phonics lessons therefore build on the phonics knowledge that pupils have learned prior to Year 3. Teachers ensure that the books that pupils read match the phonics that they have learned in class. Any pupils who fall behind in their reading get effective support so that they can catch up swiftly. By the end of Year 6, almost all pupils can read fluently and accurately.

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Around school and in lessons, pupils behave well. Pupils listen carefully to instructions from staff and respect the views of others. Few lessons are interrupted due to poor behaviour.

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The wider curriculum provides pupils with rich experiences. Pupils develop their citizenship skills by engaging in a range of local initiatives. For example, pupils have collected litter in the local area and raised funds for both local and national charities. Pupils learn about other faiths and cultures. Many pupils take on a range of additional responsibilities. These include becoming a classroom helper, a reading advocate, or a buddy for younger pupils.

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Staff feel that they are supported well by leaders. For example, they appreciate the steps that leaders have taken to reduce their workload around marking and assessment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders take their safeguarding responsibilities seriously. They ensure that all concerns are followed up in sufficient depth. All staff receive appropriate safeguarding training. This allows them to remain alert and vigilant in their duties to keep pupils safe.

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Safeguarding

Leaders know pupils and their families well. Members of the safeguarding team work closely with several specialist agencies. Leaders provide relevant and timely support for vulnerable pupils and their families when most needed.

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Safeguarding

Pupils are taught how to keep themselves safe through the curriculum. For example, they learn about some of the potential dangers associated with playing online computer games and using social media.

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(Information for the school and appropriate authority)

 In a small number of subjects, the checks that teachers make on pupils’ learning are not as effective in checking how well pupils know and remember the intended curriculum. This occasionally hampers teachers from identifying gaps in some pupils’ knowledge. As a result, sometimes pupils do not make connections with what they already know. Leaders should make sure that teachers use assessment systems 20 and 21 April 2022

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effectively to check on pupils’ knowledge and understanding, so that they can plan appropriate next stages in pupils’ learning.

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How can I feed back my views?

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. 20 and 21 April 2022

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School details

Appropriate authority The governing body

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Date of previous inspection

17 and 18 May 2016, under section 5 of the Education Act 2005

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Information about this school

 Four new governors, including a new chair of the governing body, have been appointed since the previous inspection.  The school makes use of one alternative provider.

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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 had 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.  During the inspection, inspectors met with the headteacher and the deputy headteacher. Inspectors also met with other senior members of staff throughout the inspection.  The lead inspector met with four members of the governing body and a representative of the local authority.  Inspectors spoke with parents and carers to gather their views of the school. 20 and 21 April 2022

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 Inspectors scrutinised a range of safeguarding documentation. They spoke with a wide range of staff to check how well they understood their safeguarding duties. Inspectors also spoke with a range of staff to gather their views about their well- being and their workload.  Inspectors spoke with pupils about behaviour and safeguarding. They observed pupils’ behaviour in lessons, and while pupils moved around the school and at playtimes.  Inspectors carried out deep dives in reading, mathematics, art and design, and physical education. They met with subject leaders, visited lessons and spoke with teachers. Inspectors also spoke with pupils about their work. As part of their inspection activities, inspectors also considered other curriculums. Inspectors observed pupils reading to familiar adults.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s staff and pupil surveys.

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Inspection team

John Donald, lead inspector Her Majesty’s Inspector

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Inspection team

Keith Wright Ofsted Inspector 20 and 21 April 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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