Freemans Endowed Church of England Junior Academy

Inspection of Freemans Endowed Church of England Junior Academy Westfield Road, Wellingborough, Northamptonshire NN8 3HD

p.1

Inspection dates: 19 and 20 November 2024

p.1

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Outstanding Previous inspection grade Good

p.1

The headteacher of this school is Fiona Hull. This school is part of Peterborough Diocese Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Ruth Walker-Green, and overseen by a board of trustees, chaired by Margaret Holman. 19 and 20 November 2024

p.1

What is it like to attend this school?

Pupils love coming to this school and attend well. The school makes sure that all pupils feel part of the ‘big school family’. Parents and carers think highly of the school. They typically comment on the school’s high expectations, supportive staff and family values.

p.2

What is it like to attend this school?

Parents especially value how well their child settles when they join in Year 3. Since the nearby infant school came under the same leadership, there is a smoother transition. Pupils from both schools take part in joint events. Leaders have aligned the curriculums and the ways both schools work. This helps pupils’ learning to link coherently.

p.2

What is it like to attend this school?

Pupils’ behaviour is exemplary. Pupils are incredibly focused in lessons. They listen carefully and continually try their best. They persevere with complex challenges. Pupils take care with their work, and it is always presented well.

p.2

What is it like to attend this school?

Pupils are incredibly polite and courteous. They demonstrate high levels of respect. Pupils say that everyone is accepted and treated with kindness and understanding in their school. Pupils play well together at social times. They quickly put away the equipment and line up so no lesson time is lost.

p.2

What is it like to attend this school?

The school is ambitious and is determined that all pupils receive the best possible education. Pupils mostly achieve well.

p.2

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

The school works hard to provide an ambitious curriculum through highly effective teaching. Reading is a priority. Pupils love reading and are read to every day. Literature is thoughtfully selected for reading lessons and story time. Teachers model expressive reading and ensure pupils understand newly encountered vocabulary. Pupils have extra phonics teaching if needed. Pupils love reading and have a wide selection of engaging books to choose from. However, the school has not ensured that books are well matched for a few pupils who are still gaining fluency with reading.

p.2

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

Careful thought has been given to what pupils need to learn throughout the curriculum. The design of the curriculum supports pupils well to build a secure knowledge of the different subjects over time. It helps pupils connect knowledge to deepen their understanding. For example, pupils linked learning about rainforests to the cutting down of local historic trees. The school recently revised a few subjects where pupils’ knowledge was less strong. The impact of these revisions is already evident in strengthening pupils’ learning.

p.2

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

Through extensive professional development, the school has devised a common approach for delivering the curriculum. This approach works well and is applied consistently in lessons. Teachers revisit previous learning and explain new concepts clearly. The school accurately identifies the needs of pupils with special educational needs and/or disabilities. Well-designed lesson activities are appropriately adapted for these pupils. 19 and 20 November 2024

p.2

3

The school has not ensured consistency in checking pupils’ errors and misconceptions. These are responded to effectively during lessons. However, the patterns of repeated errors are not always identified and addressed in pupils’ work. This sometimes leaves insecurities in pupils’ knowledge.

p.3

3

The school has made sure pupils understand the high expectations for their behaviour. These are underpinned by the school’s values and are taught well. Pupils readily respond through the school’s ‘rainbow’ level system. They are always ‘ready to learn’ and strive for ‘outstanding’ behaviour every day. Pupils are proud when they ‘clip off’ their peg and when they are awarded a golden peg in assembly.

p.3

3

The school aspires to develop an inner moral code that pupils use outside school and later in life. The provision for pupils’ personal development supports this. Through assemblies, stories, events and the curriculum, pupils learn about diverse cultures and their changing local community. Pupils are developing a good understanding of different religions. They talk about equality and explain how fundamental British values link with the school values.

p.3

3

The trust knows the school’s strengths and has clear systems for ensuring the continued drive towards high standards. Staff are proud to be part of this. They highly value the focus on their expertise and the extensive support they receive. At the same time, they say their workload and well-being are thoughtfully considered.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The school has not ensured that pupils’ misconceptions and errors are addressed consistently well. This can sometimes cause insecurities or lead to emerging gaps in pupils’ knowledge. The school should identify common or repeated mistakes and ensure that pupils’ misconceptions and important errors are resolved effectively.  For a few pupils still at the earlier stages of gaining fluency with reading, the school has not ensured that they practise reading with books at the right level of difficulty. Occasionally, reading books are too difficult for these pupils to read with enough accuracy to make sense of what they are reading. The school should ensure that reading books are appropriately matched to these pupils’ phonics knowledge and fluency so they can become confident and fluent readers. 19 and 20 November 2024

p.3

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.

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

Further information

You can search for published performance information about the school.

p.4

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). 19 and 20 November 2024

p.4

School details

Dates of previous inspection 3 and 4 July 2023, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of Peterborough Diocese Education Trust.  The members of the school’s senior leadership team, including the headteacher, have been appointed as leaders of St Barnabas CE School, which is the local infant feeder school.  The most recent section 48 inspection of this Church of England school took place in May 2017. The school’s next section 48 inspection will be within eight school years.  The school does not currently use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form 19 and 20 November 2024

p.5

6

provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.6

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The lead inspector met with representatives of the trust and the local academy governance committee.  Inspectors met with senior leaders of the school and considered a range of documents.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography, and design and technology. For each deep dive, the inspectors held discussions about the curriculum, 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 as pupils read to a familiar adult. Inspectors also considered evidence about some other curriculum subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

p.6

6

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 inspectors observed pupils’ behaviour in lessons and around the school site during breaktime.  The inspectors spoke with groups of pupils and staff. Inspectors spoke to parents and considered the responses to Ofsted Parent View. They also considered the responses to Ofsted’s survey for staff.

p.6

Inspection team

Claire Stylianides, lead inspector His Majesty’s Inspector

p.6

Inspection team

Chrissie Barrington Ofsted Inspector 19 and 20 November 2024

p.6

7

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