Glebe Junior School

Inspection of Glebe Junior School Hamlet Lane, South Normanton, Alfreton, Derbyshire DE55 2JB

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Inadequate 12 and 13 July 2022

p.1

What is it like to attend this school?

Glebe Junior School is a caring school that is well regarded by its community. Pupils enjoy coming to school and seeing their friends. The ‘Glebe Way’ is at the heart of school life. Pupils certainly grow, learn, enjoy, believe and encourage others. These values shape the curriculum and the rewards that pupils receive. Pupils work hard and are keen to earn prize points.

p.2

What is it like to attend this school?

Pupils are happy and they feel safe. They trust the adults to look after and help them. Pupils understand what bullying is and the different forms it can take. They confirm bullying rarely happens. If it does happen, pupils say that adults deal with it straight away.

p.2

What is it like to attend this school?

Leaders and staff have high expectations of pupils’ behaviour and achievement. Pupils behave well. They use their ‘colour monsters’ to explain how they are feeling. Staff give extra help to some pupils so that they can talk about their emotions. Pupils say that these strategies help them to focus on their learning.

p.2

What is it like to attend this school?

Pupils enjoy the different roles and responsibilities they have in school. Some pupils have been elected to the school council. Pupils love being ‘mini-leaders’ and reading ambassadors. Pupils can take part in many clubs, such as choir, yoga and sports.

p.2

better?

Leaders have a relentless focus on school improvement. They want all pupils to succeed. Leaders have created a broad and interesting curriculum that supports this ambition. The curriculum is enhanced by out-of-school trips and additional experiences.

p.2

better?

In most subjects, leaders think carefully about how to organise the curriculum. Staff subject knowledge is strong. Teachers ensure that the teaching activities match the content that is being taught. They adapt the curriculum for pupils with special educational needs and/or disabilities (SEND) well.

p.2

better?

In a small number of subjects, leaders have not identified the precise knowledge that they want pupils to learn. As a result, pupils are not always taught the specific knowledge that they need to know to access follow-up lessons. This is resulting in gaps in pupils’ knowledge and understanding of some subjects.

p.2

better?

Leaders make reading a high priority. Pupils read every day. They enjoy choosing books to read from the well-stocked library. Leaders have made sure that the books represent life in today’s modern world. Staff are well trained and knowledgeable in the school’s chosen phonics programme. Pupils read books that match the sounds they are learning. Pupils who are falling behind have more opportunities to practise their reading. This is helping them to catch up quickly. 12 and 13 July 2022

p.2

3

Teachers check what pupils can remember during lessons to find any gaps in pupils’ learning. Leaders know that the COVID-19 pandemic has meant that some key knowledge needs to be revisited. In English and mathematics, leaders use assessment information well to plan lessons that build on pupils’ prior knowledge. In other subjects, this is less well developed. Leaders plan to embed this fully in all subjects, so that teachers know which skills and knowledge need to be further developed.

p.3

3

Pupils behave well in lessons and during social times. They love visiting the headteacher to claim their prize when they earn enough prize points. Pupils value each other and respect each other’s differences. Pupils told an inspector: ‘It does not matter what you look like. It is all about your personality.’

p.3

3

The school provides strong pastoral support for pupils. Pupils learn how to be resilient and confident. Leaders ensure that pupils have access to a wide range of activities and enrichment opportunities. Pupils make an active contribution to their school. They proudly act as anti-bullying ambassadors, I-vengers and house captains.

p.3

3

Pupils learn about different faiths and cultures. However, some pupils do not have a secure understanding of life in modern Britain. Their understanding of the fundamental British values is fragile.

p.3

3

Leaders and governors are considerate of staff’s workload. They have created a working environment where staff feel appreciated. Staff spoke about their collaborative working relationships and support for each other.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff receive regular and appropriate training that ensures they can identify pupils who may need help and support. Adults are quick to identify and report any signs that may suggest a pupil is at risk from harm. Staff understand the important role that they play in keeping pupils safe. Leaders are tenacious in their pursuit of support when a child or family is in need.

p.3

Safeguarding

Pupils are comfortable talking to any adult in school. Pupils trust their teachers. Consequently, pupils feel safe. They know how to keep themselves safe, including online.

p.3

(Information for the school and appropriate authority)

 Curriculum plans in a small number of subjects do not set out the essential knowledge that leaders expect pupils to learn. This is a barrier to pupils knowing and 12 and 13 July 2022

p.3

4

remembering more. Leaders should develop curriculum plans in these subjects so that they identify more clearly the essential knowledge and vocabulary that pupils are expected to learn.  Assessment of the wider curriculum is not yet fully embedded throughout the school. Teachers do not always identify the key skills, concepts and knowledge that need to be further developed. Leaders should establish a clear structure for the assessment of pupils’ knowledge and understanding of the wider curriculum.  Pupils do not have a developed understanding of fundamental British values and other faiths and cultures. Leaders should ensure that pupils develop a deeper understanding of these aspects of the curriculum.

p.4

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.

p.4

How can I feed back my views?

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

p.4

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 .

p.4

Further information

You can search for published performance information about the school.

p.4

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. 12 and 13 July 2022

p.4

School details

Inspection number 10246872 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Walter Greensmith

p.5

School details

Date of previous inspection 20 and 21 October 2021, under section 5 of the Education Act 2005

p.5

Information about this school

 The school does not use any alternative providers.

p.5

Information about this inspection

The inspector(s) carried out this inspection under section 8 of the Education Act 2005. We deemed the inspection a section 5 inspection under the same Act.

p.5

Information about this inspection

In accordance with section 13(5) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires significant improvement.

p.5

Information about this inspection

 This was the second routine inspection the school has 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, senior leaders and a range of staff.  Inspectors met with members of the governing body. The lead inspector met with representatives of the local authority. 12 and 13 July 2022

p.5

6

 Inspectors carried out deep dives in reading, mathematics, art, and computing. For each deep dive, inspectors met with subject leaders to discuss the curriculum, spoke with teachers, and spoke with pupils about their learning. They visited lessons and looked at samples of pupils’ work. An inspector observed pupils reading to a familiar adult.  To evaluate the effectiveness of the school’s arrangements for safeguarding, inspectors reviewed school policies, procedures and records. The lead inspector met with the designated safeguarding lead. Inspectors also spoke with staff, governors and pupils about the school’s approach to keeping pupils safe.  Inspectors observed pupils’ behaviour in lessons and around school.  Inspectors spoke with parents and their views were taken into consideration.

p.6

Inspection team

Kirsty Norbury, lead inspector Her Majesty's Inspector

p.6

Inspection team

Luella Manssen Ofsted Inspector 12 and 13 July 2022

p.6

7

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.

p.7

7

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 .

p.7

7

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 .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7