South Walney Junior School

South Walney Junior School

Address: Amphitrite Street South, Walney, South Walney Junior School Amphitrite Street South, Barrow-in- Furness, Cumbria, LA14 3BG Unique reference number (URN): 149960

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders have created a positive culture where pupils attend regularly. Systems to promote and monitor positive attendance are clear and used well. Leaders check attendance information closely. They identify pupils who are persistently absent or at risk of becoming so. Leaders work with families to understand barriers to attendance and reduce them. They use support from other agencies when needed. This leads to clear improvements in attendance, including for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Attendance has been above national averages over time, and persistent absence has reduced.

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Attendance and behaviour Strong standard

Pupils behave very well. They understand and follow school rules and routines. This helps to create a calm, orderly and respectful environment. In lessons, pupils settle quickly and show resilient attitudes to learning. Behaviour is a strength during social times too. Pupils play sensibly and treat each other kindly. Staff apply behaviour policies fairly and consistently. Leaders use records of behaviour to make helpful changes for pupils who need extra support, including those with SEND. As a result, incidents of poor behaviour and suspensions remain low. Pupils say bullying is rare and that staff deal with concerns quickly and sensitively. Pupils feel safe, valued and well cared for.

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Inclusion Strong standard

Leaders adopt a thoughtful and inclusive approach that prioritises knowing pupils well and identifying their needs promptly. This information is shared with staff. It helps pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged learn with their peers and take part in the full curriculum. Additional funding for disadvantaged pupils is used well to support pupils' progress and wellbeing.

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Inclusion Strong standard

Training helps staff to address pupils’ individual needs swiftly. Leaders work well with external agencies, such as the local authority and specialist practitioners. This support helps secure timely assessment and help for pupils. Effective relationships between leaders and pupils' families mean that support is shaped accurately around pupils’ needs.

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Inclusion Strong standard

Pupils benefit from skilfully chosen adjustments matched to their needs. For example, effective reading support removes barriers for pupils who need extra help. Leaders track provision closely. They review its impact through rigorous checks and adjust support when needed. This helps pupils make progress from their starting points.

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Inclusion Strong standard

Pastoral support is well developed. Some pupils access structured emotional regulation programmes, which help them take part in learning. Leaders ensure pupils with medical or social care needs are included successfully in school life. This carefully chosen support helps all pupils experience sustained improvements in their learning and builds confidence.

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Personal development and wellbeing Strong standard

Leaders have developed a broad programme for pupils' personal development and wellbeing. It is well sequenced and matched to pupils’ needs. Through the curriculum, pupils learn about relationships, consent, safety and respect. They know how to keep themselves safe online and in the real world. Pupils understand risks linked to viewing harmful content and sharing personal information. Teaching about puberty is age-appropriate, helping pupils understand physical and emotional changes.

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Personal development and wellbeing Strong standard

Pupils show secure social and moral understanding. They talk about fairness, kindness and respect. They have a detailed understanding of fundamental British values, such as democracy. Pupils know that characteristics such as race and gender are protected in law. Pupils reflect on their beliefs and understand the importance of tolerance of others. They value opportunities to explore diversity through cultural events and trips, including to cities such as Manchester, York and London. This prepares them well for life in modern Britain.

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Personal development and wellbeing Strong standard

Leaders ensure pupils have access to a wide range of clubs, trips and leadership roles. They track participation and ensure all groups, including disadvantaged pupils, have access to each opportunity. Pupils talk proudly about the responsibilities they hold. School councillors represent their classmates' views on possible improvements in school, such as better equipment at breaktimes. Prefects enjoy the responsibility of helping staff with daily jobs. These roles build positive relationships and social interactions throughout the school. Pupils value opportunities to develop their interests in music, sport and drama. Links to local rugby clubs, poetry recital events and presenting local radio channels develop pupils' confidence and resilience.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective. Some pupils access programmes to help them when worried or upset. Leaders promote physical and mental health through the weekly mile and engagement in a wide offer of experiences. Curriculum work furthers character development, and focused activities such as sharing compliments and celebrating achievements build pupils' self-esteem.

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Achievement Expected standard

Most pupils achieve well. Over time, by the end of Year 6, pupils' outcomes in national tests have been above average in reading and mathematics, and in line with national average in writing. This means that pupils are typically ready for the next stage of their education.

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Achievement Expected standard

Pupils build and apply their knowledge accurately, particularly in reading and mathematics. Phonics teaching and fluency support help pupils read with confidence. A sustained focus on arithmetic has strengthened pupils’ recall in mathematics.

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Achievement Expected standard

Disadvantaged pupils' achievement is more variable. In reading and grammar tests, they achieve in line with their peers and above national averages for disadvantaged pupils. However, in writing and mathematics, some disadvantaged pupils do not achieve as well as they should. Overall, fewer pupils reach the higher standard across subjects because work does not always deepen pupils' learning. Pupils' books show progress across year groups and subjects, though some older pupils' handwriting and spelling lacks accuracy.

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Curriculum and teaching Expected standard

Leaders have developed a broad and engaging curriculum. They know the school’s strengths and priorities. Staff training has helped teachers understand what effective teaching looks like. This has led to consistent routines and better use of information about pupils' progress.

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Curriculum and teaching Expected standard

Teachers explain new ideas effectively. They model tasks so pupils know what to do. They use strategies to revisit learning and build key knowledge. Reading is a clear priority. Pupils who need extra help with reading receive wel-planned support that builds their confidence and fluency. Many pupils enjoy reading and talk positively about the books they read in school.

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Curriculum and teaching Expected standard

Teachers check pupils’ understanding and address misconceptions when they arise. Staff are alert to weaknesses in pupils' reading, spelling and arithmetic. Targeted sessions help to address these. Nevertheless, some older pupils still have gaps in their writing knowledge. Leaders know this and have set a clear priority to improve writing.

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Curriculum and teaching Expected standard

Across subjects, teachers use considered adjustments to help all pupils understand new content. Adaptations for pupils with special educational need and/or disabilities are used well. These pupils experience success.

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Leadership and governance Expected standard

Leaders have a clear and inclusive vision for the school. They understand the school’s strengths and the areas for improvement. Their decisions put pupils’ needs first, including pupils with special educational needs and/or disabilities (SEND) and those who face extra barriers. Leaders respond to the school’s context. They work effectively with the local authority and other partners to secure support when needed. Leaders have identified the right priorities and have plans in place to address them. Leaders check the impact of their actions. These checks have led to changes in practice, such as a stronger focus on vocabulary and clearer expectations for the quality of teaching. Some actions, including improvements to writing, are still embedding and leaders are aware that their impact is developing.

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Leadership and governance Expected standard

Staff feel valued. They say leaders think carefully about their workload and wellbeing. Staff appreciate trust-led professional learning that develops their expertise in teaching, SEND and safeguarding. Leaders and governors recognise the importance of working with families and the wider community. They have created a positive culture where staff feel supported and pupils’ best interests remain central.

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Leadership and governance Expected standard

Trustees and governors meet their statutory duties and maintain oversight of safeguarding, curriculum and resources. They use external reports and feedback from leaders to gain an understanding of the school’s work. Those responsible for governance have held an over- optimistic view of the school's published outcomes. Governors and leaders know they must strengthen their use of achievement information, so that their challenge and support are well informed and help to drive further improvement.

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What it's like to be a pupil at this school

Pupils are proud of their school and describe it as a kind, supportive and welcoming place. They value the warm relationships they have with staff and each other. Pupils say adults are fair and help them resolve any worries quickly. They feel safe because routines are clear and trusted adults are always available. Pupils behave with courtesy and maturity. They understand the school’s SAFE ethos, 'supportive, achieve, flourish, excellence', and believe it helps them succeed.

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What it's like to be a pupil at this school

Pupils enjoy learning and talk confidently about the subjects they study. Teachers provide the support pupils need to build knowledge and skills securely over time. This means pupils achieve well and are ready for the next stages of education. Pupils describe lessons that help them understand relationships, online safety and how to keep themselves physically and emotionally healthy. They can explain how to stay safe in real-world situations, including road and water safety, and know who to speak to if they are worried.

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What it's like to be a pupil at this school

There are numerous opportunities for pupils beyond the classroom. Pupils say these help them develop their interests and talents. Many pupils learn to play musical instruments, including the keyboard. Trips, including to London and local outdoor activity centres, help pupils appreciate life beyond their community. This helps prepare pupils well for life in modern Britain. Pupils speak with pride about poetry they have completed linked to the natural environment of Walney. This strengthens their sense of place and what it means to live and learn on the island.

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What it's like to be a pupil at this school

Leadership roles help pupils contribute to school life and feel a strong sense of belonging. Pupils show a mature understanding of fairness, respect and difference. They can recall diversity and tolerance and explain how these shape the way they treat others. Incidents of poor behaviour, including bullying, are rare and staff help restore relationships when issues arise. Pupils are articulate and thoughtful. They feel well supported, included and ready to learn each day.

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Next steps

Leaders should continue to develop consistently high-quality teaching of the curriculum so that pupils deepen their learning as well as they can. Leaders should build on their successful strategies to address gaps in pupils’ basic knowledge and ensure that staff have consistently high expectations of what pupils can achieve, so that older pupils' achievement in writing improves. Those responsible for governance should ensure they are as well informed as possible on pupils' outcomes, so they can provide appropriate challenge that drives even higher standards of achievement.

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Team inspectors:

Mark Sherwin, Ofsted Inspector Andrew Marlow, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the multi-academy trust and local governing committee, as well as a representative of the local authority.

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About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use alternative provision.

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About this inspection

Headteacher: Zena Lines The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 66% 62% Close to average

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average

2023/24 (final) 64% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 73% 72% Close to average

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average

2023/24 (final) 77% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 75% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 40% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 58% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 67% 61% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 4.5% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 12.0% 13.3% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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