Town End Junior School

Inspection of Town End Junior School Alfreton Road, Tibshelf, Alfreton, Derbyshire DE55 5PB

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Previous inspection grade Good 4 and 5 March 2025

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What is it like to attend this school?

Town End Junior School has high expectations for every pupil. Well-established routines enable pupils to meet these expectations. As a result, pupils’ behaviour during lessons is calm and they are able to focus on their learning. They study a broad and balanced curriculum. Pupils thrive and are happy at this school. They work hard and achieve well. However, this is not reflected in the school’s 2024 published outcomes. Pupils make a positive contribution to the school and the local community.

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What is it like to attend this school?

The school fosters an environment of positive values and behaviours. As a result, pupils conduct themselves well. They value the rewards they earn for doing their best. Pupils play well together at playtime. They show politeness to each other and to staff and visitors. Pupils care for each other and cooperate well.

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What is it like to attend this school?

Pupils develop their leadership skills by taking on roles such as sports leaders, librarians and school councillors, and as members of the ‘cyber security crew’. Many pupils thrive in school clubs, where they develop their talents and interests. Participation in a range of school events, such as the dance festival, allows pupils to excel in sport, as well as art and music. Pupils develop their confidence and the ability to work as part of a team by attending residential trips.

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What is it like to attend this school?

Parents and carers overwhelmingly value the work that the school does, a typical comment being, ‘Teachers go above and beyond to support any child and parent.’

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

The school is passionate about giving every pupil the best possible education. Staff have received a significant amount of professional development since the last inspection. As a result, they have carefully designed a curriculum that is ambitious. The curriculum sets out the important knowledge that pupils need to learn, and the order in which they should learn it. Further refinement is ensuring that the curriculum is relevant to the pupils and community that the school serves. Pupils produce work of a high standard and achieve well. However, several pupils did not perform well in national curriculum tests last year. As a result, the school’s published outcomes for the expected standard in reading and mathematics are below the national average.

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

Staff have good subject knowledge, and this helps them to deliver the curriculum effectively. Staff provide pupils with regular opportunities to revisit what they have learned. This helps pupils to retain important knowledge and make connections between previous and current learning. However, pupils’ recall of key knowledge is more fragile in some subjects. Staff regularly check what pupils know. In reading and mathematics, for example, staff identify pupils who have gaps in their learning. These pupils receive high- quality extra support that helps them to improve.

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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. Teachers read often to all pupils. Pupils practise their reading regularly and become fluent. A range of carefully chosen, engaging texts in their 4 and 5 March 2025

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English lessons helps pupils to develop their knowledge of different genres of fiction, as well as non-fiction. Pupils enjoy reading.

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There has been a sharp focus on supporting pupils with special educational needs and/or disabilities (SEND) since the last inspection. As a result, pupils with SEND are identified quickly and plans to support their learning are clear and effective. The school seeks appropriate advice from external agencies to support pupils’ specific needs. Staff receive training so they can adapt their teaching for pupils with SEND. Consequently, pupils with SEND can access the full curriculum and are successful.

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The school teaches pupils to take responsibility for their own behaviour. As a result, learning is rarely disrupted. The school checks pupils’ attendance closely. The school works closely with families to ensure that pupils attend as often as possible. This is having a positive impact.

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Pupils have access to an exceptional programme for personal development. The ‘TIBSHELF values’ underpin activities that develop pupils’ character. Pupils understand the fundamental British values. They learn to respect and celebrate differences in others, as well as different cultures and religions. Pupils learn about physical and emotional health and age-appropriate relationships. Charity days help pupils to become responsible and thoughtful citizens. This provision helps pupils to be very well prepared for life in modern Britain.

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Governors have a secure understanding of the school and hold leaders to account effectively. Staff say leaders consider their workload and well-being. Staff are proud to work at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Pupils are not able to confidently recall knowledge in some subjects. This means that pupils are not developing deep bodies of knowledge across the curriculum and are unable to make meaningful links. The school should ensure pupils remember their learning across all curriculum subjects to raise standards further.

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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. 4 and 5 March 2025

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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). 4 and 5 March 2025

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School details

Appropriate authority The governing body

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School details

Website https://tibshelf-inf.derbyshire.sch.uk

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School details

Dates of previous inspection 24 and 25 October 2023, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.

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

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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 second routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The lead inspector met with the chair of the governing body and governors. 4 and 5 March 2025

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 Inspectors held meetings with leaders responsible for behaviour, attendance, personal development and SEND.  Inspectors carried out deep dives in these subjects: English, mathematics, geography and physical education.  Inspectors visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  An inspector listened to pupils reading to a familiar adult.  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 considered pupils’ behaviour at various times of the day, including in lessons, around the school site and at lunchtime.  The lead inspector took account of the responses from parents to Ofsted Parent View

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and the survey for staff.  The lead inspector spoke with the local authority school improvement adviser.

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Inspection team

Stephen Long, lead inspector Ofsted Inspector

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Inspection team

Karen Slack Ofsted Inspector 4 and 5 March 2025

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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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