Victoria Junior School

Inspection of Victoria Junior School Victoria Road, Feltham TW13 4AQ

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Previous inspection grade Good 20 and 21 June 2023

p.1

What is it like to attend this school?

Victoria is an inclusive, welcoming place. Pupils are happy and show consideration for each other. They are kept safe and feel safe, and they trust adults to help them with any issues they may have.

p.2

What is it like to attend this school?

Staff have high expectations of pupils’ behaviour. Pupils value being respectful and kind. They understand what bullying is and report incidents if they happen. Staff resolve problems swiftly.

p.2

What is it like to attend this school?

Leaders have ensured that there is a wide range of subjects in the curriculum. Pupils enjoy learning. However, leaders do not always check that pupils remember knowledge securely in each subject. Some pupils struggle to understand more complex ideas because of gaps in their knowledge. As a result, they do not achieve as well as they should across the curriculum.

p.2

What is it like to attend this school?

Pupils and families value the range of wider opportunities and support provided by the school. For example, pupils enjoy visits to local places of interest, such as museums and places of worship. They enjoy learning about different customs, beliefs and languages.

p.2

What is it like to attend this school?

Leaders work closely with the local community. For example, they provide opportunities for families to cook together at the school and to celebrate different cultures and events.

p.2

better?

Leaders have created an ambitious curriculum, which covers the full range of the national curriculum. In most subjects, leaders have identified the important knowledge that pupils should learn. This is logically sequenced so that pupils revisit and embed key concepts and tackle more complex ideas over time. For example, in religious education, younger pupils learn about different faiths. Older pupils use this knowledge when making comparisons between different religious practices. Similarly, in geography, pupils learn about climate before building on this knowledge when studying rainforests.

p.2

better?

However, leaders have not made sure that pupils develop their knowledge consistently and securely across the range of subjects they study. For example, the activities that teachers deliver are sometimes not well matched to the intended curriculum aims. This means that pupils can often remember the activities rather than the knowledge they need for future learning.

p.2

better?

In lessons, there are positive relationships between staff and pupils. Pupils are keen to contribute ideas. Teachers deliver information clearly. However, they do not routinely check what pupils know and can do. They do not identify misconceptions and gaps in pupils’ learning. This means they move learning on before they have 20 and 21 June 2023

p.2

3

assessed that pupils have secure knowledge. This limits pupils’ depth of understanding.

p.3

3

Leaders have prioritised reading. They have put in place a clearly structured approach to the teaching of phonics. Staff have received training. They make sure that pupils read books matched to the sounds they have been taught. Most staff correct pupils’ errors precisely and ensure that pupils practise new sounds. There is a small number of older pupils who are not catching up with the planned programme. Staff do not select activities that are as effective in supporting these pupils to practise and build fluency.

p.3

3

Leaders are working on developing a culture of reading for pleasure. This is linked to the school’s aim for reading to be at the heart of learning. Pupils are motivated by receiving ‘stars of the week’ and certificates in recognition of their commitment to reading more widely.

p.3

3

Pupils with special educational needs and/or disabilities (SEND) learn alongside their peers. They receive helpful support from adults, including from external specialists. Leaders make sure that there are resources to support pupils with SEND, ensuring they can access the same curriculum as their peers. However, pupils with SEND have gaps in their knowledge because teachers do not check their understanding precisely enough.

p.3

3

Pupils work well together. There are few interruptions to learning. Pupils appreciate the extra support that staff give them to help them manage their behaviour, such as play therapy. Pupils attend well, and leaders monitor attendance carefully. Leaders work closely with parents and external agencies to reduce persistent absence.

p.3

3

Pupils have a variety of opportunities to develop their talents and interests. They can choose from a range of after-school clubs, such as football, coding and art. They are excited about trips and visits, such as a visit to the Kempton Steam Museum. Pupils are encouraged to take up responsibilities, including acting as representatives on the school council. They say that this helps them to understand how democracy works. Pupils learn about the importance of keeping themselves healthy and safe.

p.3

3

Leaders’ view of the school’s effectiveness is not fully accurate. Priorities for improvement are focused on key areas, but related actions have not had sufficient impact. Subject leaders have received some training and support, but this has not been fully effective. This means that their understanding of the impact of the curriculum on pupils’ learning is limited.

p.3

3

Governors are recently appointed. They are ambitious for the school and its pupils. They are clear about their responsibilities and have received relevant training. They are aware of the steps they need to take to check that leaders’ actions have had the intended impact. However, this work is at the early stages of implementation. 20 and 21 June 2023

p.3

4

Staff feel valued and appreciate the care and support they receive from leaders. They are proud to work at the school. Leaders consider how decisions will impact on staff workload and well-being. Parents are very positive about the school.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders have established a strong culture of safeguarding. They ensure that regular training takes place for staff. Adults know pupils well and are alert to any changes in behaviour which may indicate that a pupil is at risk. Leaders have ensured there are clear systems for staff to report concerns quickly. Staff have strong links with families. They work closely with external agencies to ensure that pupils receive the support they need. They are quick to respond and provide help for pupils’ mental health and well-being.

p.4

Safeguarding

Pupils learn about how to recognise risks and keep themselves safe online.

p.4

(Information for the school and appropriate authority)

 Leaders do not have a fully accurate view of the school’s effectiveness. Priorities for improvement are not focused sharply enough on impact. Leaders must ensure that they check the impact of the curriculum on pupils’ learning, including in early reading. They must also ensure that subject leaders have sufficient knowledge and skills to evaluate and secure improvements in the areas for which they are responsible, particularly in ensuring that the curriculum supports all pupils to learn and remember more.  In many subjects, teachers do not check what pupils have learned and remembered. This means that errors and misconceptions are not corrected, and pupils are not able to recall and apply what they have learned. Leaders must ensure that teachers check pupils’ understanding and address any aspects that pupils are finding difficult. This will help pupils to secure the important content they need to learn and be better prepared for the next stage of their learning.

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. 20 and 21 June 2023

p.4

Further information

You can search for published performance information about the school.

p.5

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 June 2023

p.5

School details

Inspection number 10240316 Type of school Junior

p.6

School details

Appropriate authority The governing body

p.6

School details

Website http://www.victoriajunior.co.uk/

p.6

School details

Date of previous inspection 19 and 20 October 2021, under section 8 of the Education Act 2005

p.6

Information about this school

 Since the previous inspection, there have been significant changes in the governing body. A new chair of governors has been appointed.  Leaders do not currently use alternative provision.

p.6

Information about this inspection

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

p.6

Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, deputy headteacher, phase leaders and members of staff. Inspectors also met with a local authority representative and members of the governing body.  Inspectors carried out deep dives in the following subjects: early reading, mathematics, history, geography and design technology. For each deep dive, 20 and 21 June 2023

p.6

7

inspectors discussed the curriculum with leaders, visited a sample of lessons, spoke with staff and pupils and looked at samples of pupils’ work.  Inspectors scrutinised a range of other documentation and policies, including leaders’ evaluation of the school and minutes of governor meetings.  Inspectors spoke with parents and considered responses to Ofsted Parent View, including the free-text responses from parents.  Inspectors spoke with pupils and staff about the school’s work to keep pupils safe. Inspectors also considered safeguarding records and documentation, including the school’s single central record of staff suitability checks.

p.7

Inspection team

Russell Bennett, lead inspector His Majesty’s Inspector

p.7

Inspection team

Milan Stevanovic Ofsted Inspector 20 and 21 June 2023

p.7

8

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.8

8

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.8

8

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.8

8

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

p.8

8

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

p.8