Christ Church (Church of England) Junior School

Inspection of Christ Church (Church of England) Junior School Woodcote Road, Tettenhall Wood, Wolverhampton, West Midlands WV6 8LG

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Previous inspection grade Good 8 and 9 October 2024

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What is it like to attend this school?

This is a happy junior school. Pupils feel safe because the adults here really care about them. The school wants every child to do their very best and aims high for everyone. Pupils attain well in national assessments. The school helps all pupils to succeed and overcome any challenges. Parents and carers agree, and one parent represented many others when saying, ‘They set the bar high. If you want to build a school, build it like this one.’

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What is it like to attend this school?

The school’s Christian values of respect, love, kindness, honesty, perseverance and friendship guide everything it does. Pupils behave well around school and are polite to visitors. They learn about their own faith and also show respect and understanding for other religions and cultures. There are strong and productive links with a school in Kenya. Everyone is welcome at Christ Church Junior School.

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What is it like to attend this school?

Pupils benefit from an extensive range of activities which promote their personal development. The many activities include trips, visits, residentials and after-school clubs. Pupils’ talents are nurtured and celebrated. For example, pupils who are talented musicians play the piano as pupils enter assembly. They also coach other pupils who have similar interests but benefit from some extra help.

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

The school has made sure that all pupils receive a broad and engaging curriculum, starting from when they enter the school. The school has identified the important knowledge they want pupils to learn. This learning builds over time. The school has recently revised the curriculum in a small number of subjects. These subjects are at an earlier stage of implementation. Some of the pupils’ knowledge in these subjects is not as strong as it is in others. Nevertheless, pupils are benefiting from these positive changes.

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

Teachers explain and model learning clearly. They select appropriate activities and helpful resources. The school identifies pupils’ needs early and ensures that it provides prompt and appropriate support. Pupils with special educational needs and/or disabilities (SEND) access all activities. Teachers are skilled in making adaptations to learning to ensure that these pupils achieve well alongside their peers.

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

Reading is a priority at this school. The few pupils who need help with phonics get extra support so they can catch up quickly. Teachers are trained well and do a great job helping pupils with reading. They carefully check how everyone is doing. Pupils confidently use their phonics knowledge when reading and spelling words. Pupils who struggle are supported to become fluent readers. Staff carefully use assessment to make sure pupils practise reading with books of appropriate difficulty. All pupils regularly read to their teacher. Teachers read to pupils every day too. Pupils enjoy listening to their teachers read enthusiastically, developing their love for reading. Most pupils enjoy practising their reading skills at home by reading books from the school’s extensive library. 8 and 9 October 2024

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The school makes sure that everyone understands how important attendance is, providing both support and encouragement to families. All families’ needs are considered, and bespoke support is provided to help them. The school does all that it can to ensure that pupils attend school often. Pupils are well behaved around the school. They show respect and good manners to each other and any adults that they meet. In most lessons, pupils behave extremely well and are keen to learn.

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There are many opportunities for pupils to contribute to the life of the school. For example, pupils take on roles including head boy, head girl, school councillors and prefects. Pupils learn how to keep themselves healthy and safe. They learn about healthy relationships and managing their emotions. The school enhances its curriculum offer with a variety of trips. For example, pupils speak with passion about their trip to a prison museum where they learned about crime and punishment in history.

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Staff are proud and happy to work at the school. Leaders, including those responsible for governance, are considerate of their well-being. Staff appreciate the support of all leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The curriculum has recently been revised in a small number of subjects and is at an earlier stage of implementation. In these subjects, pupils’ knowledge is not as secure as it is in others. The school should ensure that all staff receive the training and support that they need so these subjects are delivered consistently well and that pupils can learn and remember more.

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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. 8 and 9 October 2024

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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). 8 and 9 October 2024

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School details

Appropriate authority The governing body

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School details

Website www.christchurchfederation.co.uk

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School details

Dates of previous inspection 13 and 14 June 2023, under section 8 of the Education Act 2005

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Information about this school

 Christ Church (Church of England) Junior joined together with Christ Church (Church of England) Infant and Nursery School to form Christ Church Federation. The headteacher of the junior school was appointed as executive headteacher for both schools. A head of school and an assistant headteacher were appointed at the junior school.  A diocesan inspection to evaluate the distinctiveness and effectiveness of the school as a Church of England school took place in January 2023. The school’s next section 48 inspection will be within five school years.  The school does not use alternative provision.  The school has an after-school club that is managed by the school.

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Information about this inspection

The inspector(s) 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 8 and 9 October 2024

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

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the executive headteacher, the head of school and other leaders. They held discussions with representatives of the local authority, the Diocese of Lichfield and members of the governing body, including the chair of the governing body.  Inspectors carried out deep dives in these subjects: reading, mathematics, history and music. For each deep dive, inspectors held discussions about the subjects, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. An inspector also spoke to the science and art and design subject leaders. An inspector looked at work in science, art and design, languages, and design and technology. An inspector spoke to pupils about geography and, art and design.

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 To evaluate the effectiveness of safeguarding, inspectors 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.  Inspectors spoke to pupils during lesson visits. They observed pupils’ behaviour in lessons and at breaktimes and lunchtimes. The inspectors spoke to staff about pupils’ behaviour and about their workload in the school.  Inspectors spoke to a range of parents and took account of responses to the Ofsted Parent View survey and the free-text responses.

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Inspection team

Ian Beardmore, lead inspector Ofsted Inspector

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Inspection team

Vanessa Payne Ofsted Inspector 8 and 9 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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