Nether Green Junior School

Inspection of a school judged good for overall effectiveness before September 2024: Nether Green Junior School Fulwood Road, Sheffield, South Yorkshire S10 3QA

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Inspection dates: 22 and 23 October 2024

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Outcome

Nether Green Junior School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Nether Green Junior School is a supportive and nurturing place. The school focuses on building relationships and the personal growth of its pupils. Pupils with special educational needs and/or disabilities (SEND) are expertly integrated into the life of the school. This enriches the school community and promotes inclusivity.

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What is it like to attend this school?

Pupils take pride in their school values. They rise to meet the high expectations set by the school. There is a culture of positive behaviour. Clear routines create a calm learning environment. Pupils treat each other and adults with respect. Some parents and carers raise concerns about recent behaviours. The school works to address these issues through effective communication. Pupils rarely see bullying. If it does happen, adults sort it out effectively. Pupils understand that some of their peers need extra support with their behaviour. They have confidence in the trusted adults in school.

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What is it like to attend this school?

The school emphasises personal development. Engaging, pupil-led assemblies promote deeper cultural awareness. Speakers from the community and the school talk about important topics. These assemblies spark discussion and build pupils’ understanding of diversity and life skills.

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What is it like to attend this school?

The school helps pupils succeed. They are knowledgeable across the curriculum. The school encourages a love of learning for all.

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

The library is at the heart of the school. Pupils are beginning to explore and enjoy its collection. They particularly enjoy the graphic novels. Reading for pleasure sessions further inspire a love of reading. Pupils at the earlier stages of learning to read use their phonics skills effectively. They decode and read unfamiliar words. Those that need extra daily practice are quickly identified. Daily reading sessions help build reading fluency. This helps pupils to catch up quickly. The impact of the school’s work to improve learning for all is beginning to be seen. Pupils are highly engaged and motivated. For example, in mathematics, pupils’ work shows that they receive support and use models to be successful. These adaptations ensure that everyone builds their number fluency. Year 6 pupils work on solving long division problems. At the same time, other pupils have guided practice to improve their number skills.

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

The school has recently adapted its approach to writing to improve outcomes. There is a focus on teaching pupils how form letters correctly and write with accuracy. However, some older pupils continue to struggle with accurate letter formation and writing fluency.

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

The school offers a broad and balanced curriculum. The impact of the school’s work to deepen pupils’ understanding is clear. Teachers help pupils to remember and connect their knowledge over time. For example, in geography, pupils in Year 6 show a deep understanding of renewable energy. Adults pick up on any misconceptions or gaps in learning. In physical education, the school develops pupils’ physical skills well. They provide extra practice for any pupils that need it. The school supports staff to deliver engaging lessons across the curriculum. Staff encourage pupils to collaborate and think critically.

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

The school identifies the needs of pupils with SEND effectively. The integrated resource is a key part of the support for pupils with SEND to meet diverse needs. When accessing this resource, pupils work in a calm environment that builds their confidence. Pupils enjoy trips and experiences, such as regular swimming, ice skating, boccia and bowling. They integrate with their peers during these trips, which promotes friendships. Pupils thrive in this resource and the impact of this inclusion enriches the experiences of all pupils in school.

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

The school works well with families to improve attendance. Pupils who are often absent get the support they need. As a result, their attendance is improving.

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

The school develops pupils beyond academic subjects. They focus on important topics including first aid and economic well-being. The school promotes values such as resilience, respect and teamwork. This positively impacts behaviour and conduct. Leadership opportunities, such as the school council and eco-ambassadors, develop these values. The school offers enriching activities. These include dramatic performances, the school orchestra, dance and various trips. These develop pupils’ appreciation of culture and the arts. Pupils learn about fundamental British values, such as democracy and equality. They reflect on key historical figures that changed the world, such as Rosa Parks. The school prepares pupils well for life in modern Britain.

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

The school has effective leadership at all levels that prioritises staff and pupil well-being. Staff appreciate the supportive culture. They are well equipped to manage behaviour and support pupils’ needs. Those responsible for governance are diligent. They provide effective support and challenge.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some pupils start school with poor letter formation and writing fluency which is not addressed swiftly. This leads to ongoing errors and challenges when they write. The school should prioritise teaching correct pen grip and letter formation, ensuring that pupils have enough practice to improve their handwriting accuracy and build writing fluency.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in May 2015.

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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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route).

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School details

Appropriate authority The governing body

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School details

Website www.nethergreenjuniorschool.co.uk

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School details

Date of previous inspection 12 June 2019, under section 8 of the Education Act 2005

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Information about this school

 The school has an integrated resource provision for up to 16 pupils with a primary need of communication and interaction or cognition and learning from the ages of seven to 11.  The school has a higher-than-average number of pupils with an education, health and care plan.  The school uses two unregistered alternative provisions.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector visited a sample of lessons, including the integrated resource, spoke with pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector reviewed the single central record; took account of the views of leaders, staff and pupils; spoke to one of the unregistered provisions; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector met with a wide range of staff, including the headteacher, designated safeguarding leads, the special educational needs and disabilities coordinator

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Information about this inspection

(SENDCo), the integrated resource manager and subject leaders. The inspector also met with governors, including the chair of governors, and the school improvement partner from Learn Sheffield.  Throughout the inspection, the inspector met with groups of staff and considered the opinions expressed through the staff survey.  The inspector considered the views of parents expressed through Ofsted Parent View.

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Inspection team

Lesley Sullivan, lead inspector His Majesty’s Inspector 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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