Pocklington Junior School

Inspection of a school judged good for overall effectiveness before September 2024: Pocklington Junior School 65 Kirkland Street, Pocklington, York, North Yorkshire YO42 2BX

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Inspection dates: 22 and 23 October 2024

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Outcome

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

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Outcome

The headteacher of this school is Kelly Foxton. This school is part of Wonder Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jonathan Britton, and overseen by a board of trustees, chaired by Adam Marham.

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What is it like to attend this school?

Pupils are happy and enthusiastic at this ambitious and improving school. They are polite and courteous to visitors. A culture of positive recognition runs throughout the school. Pupils eagerly collect ‘Pocklington points’, which contribute to a house reward system. They are proud of their school. Pupils are safe here.

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What is it like to attend this school?

Some pupils do not develop their reading skills as well as they might. Published outcomes for 2024 were below the national average. Pupils are not achieving as well as the school would like. Leaders have responded to this by raising expectations across the school. As a result, pupils’ work is improving and they are remembering more of the curriculum. Classrooms are calm and purposeful environments. Pupils behave well in lessons and at social times.

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What is it like to attend this school?

Pupils have several opportunities to take on extra responsibilities. ‘Playground pals’ are trained to organise games at lunchtimes. The school council makes suggestions about improvements to the school and organised the development of the ‘well-being garden’. Pupils enhance their knowledge of the curriculum through enrichment days, such as a recent art and history day studying the Shang dynasty. The library is at the heart of the school. Pupils contributed to the theatrical castle design by creating the artwork for the walls. 22 and 23 October 2024

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

The school has experienced a period of staffing instability since the previous inspection. A new leadership team is in place and a number of teaching staff are new to the school. There is an air of positivity among the staff about the direction in which the school is now moving.

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

The school has made recent changes to the curriculum in response to last year’s outcomes. This has included the implementation of a new reading curriculum and a new mathematics fluency curriculum. However, some pupils have not developed age- appropriate comprehension skills in their reading. In mathematics, some pupils have gaps in their addition and multiplication knowledge. The newly implemented curriculum is designed to address these gaps. The impact of these changes are not evident in pupils’ outcomes but can be seen in pupils’ work.

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

The school’s curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Staff deliver the curriculum with consistency. Pupils have regular opportunities to talk about their learning, including revisiting prior learning. Teachers regularly check what pupils know and can remember. As a result, pupils talk with confidence about their learning.

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

Reading is a priority at the school. Pupils who need extra support with reading are quickly identified when they join the school. Daily reading and phonics interventions help these pupils to catch up with their peers. The texts chosen for reading lessons expose pupils to diverse cultures and people. For example, Year 4 pupils study the life of singer Nina Simone and her work on civil rights. Pupils enjoy reading at Pocklington.

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

The provision for pupils with SEND is a strength. The school successfully identifies pupils with SEND. Effective strategies to support pupils with SEND are consistently applied in lessons. Some pupils with social, emotional and mental health needs receive additional support in the ‘Nest’. This support includes therapeutic interventions delivered alongside the curriculum. For some pupils, this support has been transformational. They now access learning in class with their peers. Pupils with SEND achieve well in relation to their starting points.

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

Leaders have high expectations for pupils’ attendance. A systematic strategy is in place to respond to pupils who are not meeting these expectations. As a result, attendance is improving over time.

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

The school provides well for pupils’ wider development. Pupils learn about the fundamental British values and protected characteristics. They can talk in depth about how these apply to their life in and out of school. Pupils learn how to stay safe online. They have access to a range of extra-curricular clubs, including sports, choir and touch- typing.

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

The school has introduced a range of strategies to reduce staff’s workload. Staff feel supported and listened to. The school and trust offer strong support for teachers in the 22 and 23 October 2024

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early years of their careers. The trust and governing body support and challenge school leaders where appropriate.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In the past, the school’s approach to teaching reading has not sufficiently supported pupils to fully understand what they are reading. Some pupils have not developed age- appropriate comprehension skills. The school should further develop the expertise of staff to consistently implement the new approach to the teaching of reading and maintain a sharp focus on developing pupils’ reading comprehension skills.  In mathematics, some pupils have gaps in their knowledge of addition and multiplication. As a result, they struggle with some of the more complex mathematical concepts in the curriculum. The school should ensure that the new mathematics fluency curriculum maintains a sharp focus on addition and multiplication concepts and fluency to address the gaps in pupils’ knowledge.

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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 first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019. 22 and 23 October 2024

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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). 22 and 23 October 2024

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School details

Local authority East Riding of Yorkshire

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School details

Dates of previous inspection 22 and 23 October 2019, under section 5 of the Education Act 2005

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Information about this school

 The school has a higher-than-average number of pupils in receipt of an education, health and care plan.  The school uses one unregistered alternative provision.

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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 met with the headteacher and other senior staff.  The inspector met with the CEO of the trust and the chair of the board of trustees. 22 and 23 October 2024

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 The inspector met with the chair and two other members of the local governing committee.  The inspector visited a sample of lessons, spoke to some 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; 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 groups of staff and considered the opinions expressed through the staff survey.  The inspector spoke to parents and took account of views expressed through Ofsted Parent View.

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Inspection team

Chris Sergeant, lead inspector His Majesty’s Inspector 22 and 23 October 2024

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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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