Woodville CofE Junior School

Inspection of Woodville CofE Junior School High Street, Woodville, Swadlincote, Derbyshire DE11 7EA

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Inspection dates: 21 and 22 September 2022

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Requires improvement Leadership and management Inadequate Previous inspection grade Requires improvement 21 and 22 September 2022

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What is it like to attend this school?

There are significant concerns at this school. Leaders do not have high enough expectations of pupils. Pupils do not always behave well. There are many incidents of poor behaviour, particularly during lunchtimes. This leaves some pupils feeling unsafe. Some staff do not feel well supported when managing pupils’ behaviour. Leaders have not made sure that pupils are always safe and well supervised when playing outside. They have not done enough to safeguard pupils who are at risk of harm.

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What is it like to attend this school?

Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), are not achieving as well as they should. Pupils with SEND do not routinely receive the support they need.

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What is it like to attend this school?

Most pupils show respect to adults and have good relationships with their peers in lessons. However, teachers do not consistently challenge instances of low-level disruption in some classes. Pupils say there is bullying and name calling. Leaders do not always deal with this effectively.

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What is it like to attend this school?

Pupils are aware of the behaviour rewards system. Many enjoy earning house points, which they record in their pupil passports. They gain these points by displaying the Christian values of the school. However, not all pupils understand the importance of respecting other people, including those who are different to them.

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better?

The progress that leaders have made to improve the school since the previous inspection has been too slow. Leaders are not ambitious enough for all pupils. They have not ensured that the curriculum identifies the knowledge pupils should learn and when in all subjects. Teachers do not check well enough what pupils do or do not know. Pupils do not achieve as well as they should across a range of subjects. Where this is the case, they are not prepared for their next stage.

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better?

Reading is not taught effectively. There are too many pupils who cannot read fluently. Pupils do not have the opportunity to read every day. Teachers are not trained to deliver the phonics programme well enough. Pupils’ reading books are not routinely matched to the sounds they are learning. Pupils at an early stage of reading do not always receive the support they need to become confident readers.

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better?

The planned curriculum for mathematics is stronger. In this subject, leaders carefully consider the order in which pupils learn mathematical concepts. Teachers frequently check what pupils can remember. They identify gaps in pupils’ mathematical knowledge and remedy these. Teachers address misconceptions well. Pupils’ achievement is stronger in this subject. 21 and 22 September 2022

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Teachers do not routinely consider the additional needs of pupils with SEND. They do not always adapt how they teach so that these pupils receive the support they need. Most parents and carers who shared their views are concerned that the school does not meet their children’s needs.

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Leaders provide some opportunities to support pupils’ personal development. Pupils have enjoyed taking part in ‘young voices’ and ‘dance in the forest’ performances. Lunchtime clubs, such as cooking, computing and origami, enable pupils to develop their interests and talents.

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Pupils learn to understand how others’ views may differ from their own. Staff encourage pupils to develop resilience. Pupils learn about healthy lifestyles and staying safe online. However, the curriculum for personal, social, health and economic (PSHE) education is not taught consistently well. Pupils do not have a good understanding of positive relationships, for example. Not all pupils understand how they should treat each other respectfully. They do not routinely uphold the school’s values of ‘courage, creativity, joy, perseverance and respect’ in how they behave.

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Most staff say they are proud to work at the school. However, the morale of some staff is low. Some do not feel supported with their well-being or workload, particularly concerning the behaviour of pupils.

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Although governors know the school well, they do not fully understand their roles, nor do they fulfil their statutory responsibilities in relation to keeping pupils safe.

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Leaders have begun to bring about improvements, including to the teaching of reading and the curriculum. They recognise, however, that there is still much to do to ensure that all aspects of the provision are sufficiently ambitious for their pupils.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders do not always identify pupils who may be at risk of harm. Some pupils say they do not always feel safe at school. They worry about frequent incidents of unsafe behaviour.

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Safeguarding

Some pupils do not feel confident to report incidents. Some, for example, do not tell staff if other pupils touch them inappropriately. They accept that ‘it happens’ here. When pupils do report incidents, leaders do not always act effectively enough to keep pupils safe.

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Safeguarding

Some staff do not receive appropriate safeguarding training. Not all staff act correctly when they have a concern about pupils’ welfare. Leaders do not always record the actions they take in response to safeguarding concerns. They do not communicate with parents promptly about safeguarding concerns. 21 and 22 September 2022

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(Information for the school and appropriate authority)

 The systems and procedures to safeguard pupils are not effective. Leaders do not manage safeguarding concerns consistently well. This can leave pupils potentially at risk. Leaders should urgently ensure that all staff understand and fulfil their safeguarding responsibilities, so that pupils receive the right support to help keep them safe.  The new curriculum for the teaching of phonics is not yet embedded. Not all pupils become confident readers quickly enough. Leaders should ensure that the teaching of reading is effective in enabling all pupils, including those at an early stage of reading, to read fluently.  Across most subjects, leaders have not identified precisely what pupils need to learn and when. Where this is the case, pupils do not routinely achieve as well as they should. Leaders should ensure that there is clarification about what should be taught and when in all subjects, and that teachers have the necessary

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(Information for the school and appropriate authority)

knowledge and skills to support pupils to know and remember more.  Leaders have not established rigorous systems to assess and provide support for the additional needs of pupils with SEND. Some of these pupils do not achieve as well as they should. Leaders should ensure that all pupils with SEND receive appropriate support so that they achieve well in all subjects.  The approach to managing pupils’ behaviour is inconsistent. Staff do not always respond effectively to incidents of bullying. There are too many instances of poor and inappropriate behaviour. This leads to pupils feeling unsafe. Leaders should make sure that there is a consistent and effective approach to managing behaviour, to eliminate poor and inappropriate behaviour, so that pupils feel safe.  The PSHE curriculum is not taught consistently well. Not all pupils are prepared well for life in modern Britain. Leaders should ensure that all pupils receive high-

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(Information for the school and appropriate authority)

quality opportunities to learn how to be responsible and respectful citizens.  Governors do not fulfil their statutory responsibilities effectively in relation to safeguarding. They do not hold leaders to account well enough. As a result, they do not ensure that all aspects of the school’s provision are the best they can be. Leaders should make sure that governors have the necessary knowledge and skills to fulfil all aspects of their roles effectively.  Not all parents feel that leaders listen and respond appropriately to their concerns. They are not confident that leaders will resolve their concerns, including those around the provision for pupils with SEND. Leaders should ensure that there is effective communication between school and home, to instil in all parents the confidence that that their children are receiving appropriate support to be safe and to achieve well. 21 and 22 September 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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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. 21 and 22 September 2022

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School details

Inspection number 10241085 Type of school Junior

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School details

Date of previous inspection 4 January 2021, under section 8 of the Education Act 2005

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Information about this school

 The school makes use of one registered alternative provision.

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Information about this inspection

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

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Information about this inspection

In accordance with section 44(2) of the Education Act 2005, His Majesty's Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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Information about this inspection

 Inspectors held meetings with the executive headteacher, head of school and other school leaders, including the special educational needs coordinator.  Inspectors carried out deep dives in reading, mathematics, physical education, religious education and English. As part of these deep dives, inspectors met with curriculum leaders, visited a sample of lessons, looked at samples of pupils’ work, 21 and 22 September 2022

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listened to pupils read and held discussions with teachers and pupils. Inspectors also reviewed curriculum documentation for other subjects.  The lead inspector met with three members of the governing body, including the chair.  The lead inspector spoke to a representative of the local authority.  Inspectors considered the responses to the Ofsted Parent View. They also spoke informally to parents on arrival at the school gate. Inspectors considered the responses to Ofsted’s surveys for pupils and staff.  The lead inspector met with the school’s designated leaders for safeguarding in order to check the effectiveness of the school’s arrangements.  The lead inspector examined a range of documentation, including those relating to safeguarding, governance, recruitment, behaviour, exclusions, the use of pupil premium, alternative provision and attendance.

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Inspection team

Anita Denman, lead inspector His Majesty's Inspector

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Inspection team

Luella Manssen Ofsted Inspector 21 and 22 September 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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