Thelwall Community Junior School

Inspection of a school judged good for overall effectiveness before September 2024: Thelwall Community Junior School Thelwall New Road, Thelwall, Warrington, Cheshire WA4 2HX

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Inspection dates: 10 and 11 December 2024

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Outcome

Thelwall Community 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?

This is a school where pupils can be themselves and let their character shine through. Pupils here embody the ‘Our Thelwall’ key responsibilities. For example, they are honest and respectful towards each other and they are proud of their work and their school. Pupils are warmly greeted by staff at the school gates every morning. They are happy.

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What is it like to attend this school?

The school sets high aspirations for pupils’ achievement. Most pupils meet these expectations well. The high-quality support that pupils receive, including pupils with special educational needs and/or disabilities (SEND), gives them the very best chance to succeed.

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What is it like to attend this school?

From Year 3 to Year 6, pupils engage fully in their lessons. Their positive attitudes mean that there is rarely any disruption to their learning. Pupils rightly trust adults to deal quickly with any concerns that arise.

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What is it like to attend this school?

Pupils benefit from a wide range of opportunities to access a variety of clubs and other activities that further extend their talents and interests. They talked enthusiastically about attending hockey, coding and choir clubs. Pupils in every year proudly perform in their much-coveted end of year show at a local concert hall. Visitors to school and carefully planned trips bring learning to life and broaden pupils’ horizons.

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

Since the new headteacher was appointed, there have been many changes to the curriculum. Staff throughout the school have embraced these changes and speak highly of the consideration shown to them by the school with regard to their workload and well- being. 10 and 11 December 2024

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The school has refined the wider curriculum so that it is crystal clear about the knowledge that should be delivered and in what order. The curriculum is ambitious for all, including for disadvantaged pupils and those with SEND. Staff are well trained to deliver lessons in a clear and fun way that engages and supports pupils’ learning. This includes careful adaptations to the delivery of the curriculum so that pupils with SEND can learn alongside their peers.

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In English and mathematics, staff have built recall sessions into their lessons to ensure that pupils remember what they have learned in the past. However, in some foundation subjects, pupils are not supported as effectively to make connections with their prior learning. As a result, some pupils have gaps in their knowledge, and new learning does not consistently build on what they already know and remember.

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During lessons, staff make careful checks of pupils’ understanding. In most subjects this means that they can identify and address pupils’ misconceptions effectively as they arise. However, in a minority of foundation subjects these checks are not as purposeful as they could be. This means that staff do not always know how well pupils are learning and understanding the intended curriculum.

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The phonics programme is taught well. Staff are alert to any children who may need extra help to learn sounds and the letters that they represent. Staff act swiftly to ensure that pupils receive well-tailored and effective support. As a result, most pupils develop into fluent and confident readers.

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The additional needs of pupils with SEND are recognised swiftly. The school’s positive relationship with the infant feeder school means that there are effective systems in place to share essential information. This means that pupils’ additional needs can be well met from the very start of their time in the school.

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Recent changes to the behaviour policy have raised the school’s expectations of pupils’ behaviour. Pupils fulfil these expectations. They move around the school sensibly and safely. They are friendly, courteous and confident to engage in lively discussion. The school prioritises maintaining high attendance. It takes rigorous actions to address any dips in pupils’ attendance.

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Pupils benefit from a very well-thought-out offer for personal development. They know about different faiths and cultures and are highly respectful towards others. Their awareness about local and global events is developed through a weekly news focus. Pupils are encouraged to develop their leadership skills through taking on roles such as school councillors, mini police or head boy and girl. As a result, pupils are well prepared for the next stage of their education.

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Governors are well equipped to oversee the school. They offer appropriate challenge and support to help the school continue on its journey of improvement. All stakeholders have been keen to prioritise the relationship with the feeder infant school. This helps to create smoother transition and greater consistency in learning for pupils. 10 and 11 December 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few foundation subjects, teachers do not support pupils to recall and build on their prior learning sufficiently well. On occasion, this prevents some pupils from having sufficiently secure foundations on which to build new learning. In these remaining curriculum areas, the school should develop strategies to ensure that pupils embed knowledge successfully into their long-term memory.  In some foundation subjects, the school’s systems for checking how well the curriculum is being implemented are underdeveloped. As a result, staff do not have a sufficiently secure understanding of how well pupils are learning new knowledge and information. The school should ensure that it establishes systems that show the impact of the curriculum on pupils’ learning in these subjects.

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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 June 2015. 10 and 11 December 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). 10 and 11 December 2024

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School details

Appropriate authority The local authority

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School details

Chair of governing body Hannah Roberts-Lord

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School details

Dates of previous inspection 17 and 18 September 2019, under section 8 of the Education Act 2005

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Information about this school

 The headteacher took up post in September 2024.  The school does not currently make use of any 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 her evaluation of the school.  The inspector met with the headteacher, other senior leaders and staff. She also met with members of the governing board, including the chair of the governing board.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed some pupils reading to a familiar adult. 10 and 11 December 2024

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 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 observed pupils’ behaviour during lessons and breaktimes. She also spoke with pupils about their experiences of school.  The inspector considered the responses to Ofsted Parent View, including the free-text comments. The inspector also considered the responses to Ofsted’s survey for staff.

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Inspection team

Ruth Moran, lead inspector His Majesty’s Inspector 10 and 11 December 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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