Durrington Junior School

Inspection of Durrington Junior School Salvington Road, Worthing, West Sussex BN13 2JD

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 21 and 22 June 2022

p.1

What is it like to attend this school?

Pupils like their school. They value the support they get for their learning. They appreciate the way teachers make things fun and interesting. They know that they are expected to work hard.

p.2

What is it like to attend this school?

Pupils feel safe. They say that if there are problems there are, ‘people to ask and places to go’. They feel confident that they can tell an adult or use systems such as the worry boxes and that concerns will be addressed.

p.2

What is it like to attend this school?

Pupils say that initiatives such as earning ‘Durrington Dosh’ to spend at the shop has helped to improve behaviour. They feel that this helps to reward those who consistently behave well. Pupils know that some pupils find good behaviour a challenge. They are understanding of each other’s needs. Pupils are confident that bullying, when it happens, is responded to. They say that the anti-bullying ambassadors help by reporting any problems.

p.2

What is it like to attend this school?

Pupils are enthusiastic about the range of opportunities for taking on extra responsibility such as working in the bank or the shop. There is a myriad of sporting opportunities for pupils and regular tournaments with other schools. Pupils can be sports leaders and there is a potential to extend this into being a legacy leader.

p.2

better?

Since the last inspection, standards have not always been high enough. However, leaders have worked in close partnership with the local authority to successfully strengthen the curriculum and get things back on a secure footing. Together they have provided training for staff that has helped build their curriculum knowledge. Subject leaders have been developed effectively. They monitor provision and provide ongoing training. Staff feel well supported by leaders.

p.2

better?

In English and mathematics the curriculum is well structured. Pupils build their knowledge in sequential steps. Pupils’ workbooks show how learning develops. There is an ongoing focus on building vocabulary. This helps pupils in all subjects, for example, in solving word-based problems in mathematics.

p.2

better?

Reading is a high priority. Pupils read widely. They enjoy using the well-stocked library to explore work by different authors. Pupils are proud of their ‘word counts’ which reflect how much they have read. Leaders have introduced a new phonics scheme. This is helping pupils who need to catch up build skills to read well.

p.2

better?

The curriculum in other subjects has been developed carefully. Subject leaders have thought about what pupils need to learn and when, to build the knowledge they need. The delivery of these plans is well underway, but leaders know that this is not yet fully embedded. Ways of assessing what pupils have remembered have not yet 21 and 22 June 2022

p.2

3

been developed across all subjects in the wider curriculum. This means that sometimes learning is not closely matched to what pupils already know and can do.

p.3

3

There are a high proportion of pupils with special educational needs and/or disabilities (SEND) at the school, including in the special support centre. Pupils with SEND are supported well. Their needs are carefully considered. This helps pupils with SEND to be fully included and successful across the curriculum.

p.3

3

In lessons, pupils are kind and supportive to each other. For example, comments like, ‘good catch’ and ‘well done’ are commonplace in physical education (PE). Pupils are polite to each other. They say please and thank you. They enjoy working in groups and have fun together. Pupils listen carefully to their teachers and follow directions. This helps lessons to run smoothly. Classrooms are calm and purposeful places.

p.3

3

Pupils are taught to value difference. They are curious about customs and cultures. They learn about a range of religions. Pupils have taken part in a range of activities to help them to understand fundamental British values.

p.3

3

Governors are supportive of the school. They have been working with the local authority to sharpen the way they gather information and hold leaders to account. They are reviewing their ways of working. They know that there is still more to do to develop clearer systems to help drive the school forward with ambition and focus.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Safeguarding needs are identified quickly. Staff work well together to share information and take prompt action when it is needed. Regular training is carefully shaped to update staff or to respond to any issues identified in the local area.

p.3

Safeguarding

Leaders are tenacious in making sure that pupils get the help they need to stay safe. In school, pupils benefit from time to talk, both in curriculum sessions and in additional support groups. Any patterns that are identified, such as online safety needs, are used to adapt the curriculum. This helps pupils to learn how to keep themselves safe.

p.3

(Information for the school and appropriate authority)

 Assessment across the wider curriculum has not been fully developed. This means that leaders and teachers do not always have a clear enough view of how well pupils are remembering the intended curriculum. Leaders should make sure that assessment helps teachers check what pupils know and can do, to identify what pupils need to learn next. 21 and 22 June 2022

p.3

4

 In some subjects, the curriculum has been revised, but is not fully embedded. This means that leaders have not yet evaluated how effectively pupils learn the intended curriculum. Leaders should ensure that the curriculum is fully implemented in all subjects.  Governors have not always held leaders to account with a sufficient level of knowledge and challenge. They are developing clearer systems for evaluating the school’s progress. Governors need to ensure that their expertise is used to rigorously monitor and check progress towards key priorities to secure further school improvement.

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. 21 and 22 June 2022

p.4

School details

Inspection number 10200131 Type of school Junior

p.5

School details

Appropriate authority The governing body

p.5

School details

Headteacher Zoe Wilby and Sara Ensor (co- headteachers) Website www.durringtoninfantjunior.co.uk

p.5

School details

Date of previous inspection 29 and 30 September 2016, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is led by co-headteachers. Durrington Infant and Junior Schools were federated in April 2011. The two schools share the same governing body.  The longstanding chair of the governing body retires at the end of this term. New appointments have been made to the governing body.  The school has a special support centre for pupils with an education, health and care plan for autistic spectrum disorder or social communication difficulties.  The school does not currently use any alternative provision.

p.5

Information about this inspection

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

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 21 and 22 June 2022

p.5

6

 During the inspection, the lead inspector met regularly with school leaders. The lead inspector met with governors and had a telephone conversation with a representative from the local authority.  The inspectors conducted deep dives into reading, English, mathematics, PE, computing and geography. For each deep dive, the inspectors discussed curriculum planning with the subject leader, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to some pupils reading.  Records associated with safeguarding were reviewed including the single central record and appointment procedures. The inspectors spoke to staff about their safeguarding training and spoke to pupils about the support they have in understanding how to keep safe.  The inspectors reviewed responses to Ofsted’s parent, pupil and staff questionnaires. An inspector spoke with some parents at the school gate.

p.6

6

 The inspectors met with groups of staff to discuss their views about the school, including workload and well-being. The inspectors met with several groups of pupils, as well as speaking to pupils during lessons and around the school.

p.6

Inspection team

Deborah Gordon, lead inspector Ofsted Inspector

p.6

Inspection team

Lorraine Phillips Ofsted Inspector 21 and 22 June 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