Copley Junior School

Copley Junior School

Address: Cadeby Road, Sprotbrough, Doncaster, South Yorkshire, DN5 7SD Unique reference number (URN): 106722

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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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Inclusion Strong standard

The school has a deeply inclusive culture. Leaders have a comprehensive understanding of the needs and barriers faced by pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). Staff receive high-quality training and act decisively to reduce barriers to learning and wellbeing.

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Inclusion Strong standard

High-quality, inclusive teaching is the consistent foundation of provision. Staff are highly skilled at identifying pupils’ emerging or changing needs, using assessment and observation to inform teaching. This is rigorously quality assured by leaders. When necessary, pupils receive carefully considered adaptations and fully access the school’s ambitious curriculum.

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Inclusion Strong standard

Leaders make sure that pupils' needs are identified early, comprehensive support plans are developed, stakeholders make meaningful contributions and impact is systematically evaluated. Pupils with SEND access a curriculum that is just right for them and they participate fully in wider school life.

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Inclusion Strong standard

The school works seamlessly with the feeder school when arranging transitions and ensuring pupils' barriers to learning are minimised. Leaders' collaboration with parents, external specialists and agencies is purposeful and effective.

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Inclusion Strong standard

The school’s strategy for implementing pupil premium funding is coherent and aligns with wider school improvement priorities. Each disadvantaged pupil has a comprehensive support plan. Leaders target funding effectively to improve pupils' progress, attendance and engagement. Interventions are reviewed regularly to ensure pupils achieve well.

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Achievement Expected standard

Pupils generally achieve well, including disadvantaged pupils. In national tests at the end of key stage 2 the proportion of pupils who achieve the expected standard in reading, writing and mathematics combined is historically above the national average. The school is working effectively to improve pupils' achievement in areas where historical progress measures have been below the national average. Pupils with special educational needs and/or disabilities make secure progress from their starting points.

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Achievement Expected standard

Pupils’ books indicate their pride in producing high-quality work. There are few errors in letter and number formation. In writing, pupils' positive progress is evident in their work over time. Pupils demonstrate clear progression and successful learning through the curriculum. For example, in history, pupils are able to place new topics into the context of a wider timeline, drawing on knowledge from previous learning.

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Achievement Expected standard

Pupils are well prepared for the next stage of their education.

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Attendance and behaviour Expected standard

Leaders successfully prioritise pupils' attendance, which is positive and improving over time. Rates of persistent absence are low. Leaders communicate strategies to families, including sharing whole-school attendance targets. Leaders make effective use of the clear systems they have put in place to support positive attendance and help parents ensure that pupils attend school more frequently.

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Attendance and behaviour Expected standard

There are clear high expectations from adults as to how pupils should behave in and around school and pupils understand these well. Pupils' conduct across the school is very positive. At the start of the school day, behaviour is calm and regulated as pupils enter school following and respecting established rules.

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Attendance and behaviour Expected standard

In lessons, pupils demonstrate positive learning behaviours as they follow the high expectations set and modelled by teachers. Alongside the embedded school routines, this contributes to calm, purposeful learning environments. Pupils behave respectfully, engaging positively and politely with classmates and adults.

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Attendance and behaviour Expected standard

Relations between staff and pupils with special educational needs and/or disabilities are warm and supportive. This supports pupils to maintain regulated behaviour and access lessons. Pupils say that bullying is rare and gets sorted out swiftly.

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Curriculum and teaching Expected standard

The school has introduced a well-sequenced, ambitious curriculum. Leaders review and modify the curriculum to reflect the school’s context and pupils’ learning needs.

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Curriculum and teaching Expected standard

Typically, teachers use their secure subject knowledge and clear explanations to deliver the curriculum well. Teachers design tasks to be interesting and relevant and to build pupils' knowledge over time. For example, pupils act as archaeologists, digging Egyptian artefacts out of sand before considering what they might represent. Teachers' questioning helps immerse pupils in learning. Teachers allow pupils time to discuss and consider their responses. Teachers make skilful use of feedback to improve pupils’ writing. However, teachers' use of assessment information is not always sufficiently precise to ensure that all pupils are consistently challenged or are completing work in line with their learning capabilities and needs.

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Curriculum and teaching Expected standard

The school has a clear reading culture. Pupils access a range of ambitious texts independently and with interest. The school uses an approach to reading which involves different daily focuses, culminating in comprehension activities. In lessons, teachers make sure that relevant vocabulary is used well to consolidate pupils' learning.

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Curriculum and teaching Expected standard

Teachers use suitable adaptations and reasonable adjustments to support pupils with special educational needs and/or disabilities. These reduce barriers to learning and support pupils to achieve well.

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Leadership and governance Expected standard

Leaders articulate a clear vision and purpose for the school. The school has benefited significantly from external support. This support has been strategic and focused on the right priorities and has had clear impact. It has led to impressive development, change and improvement in recent years. Safeguarding processes and reporting have been tightened, resulting in detailed record-keeping.

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Leadership and governance Expected standard

Leaders know the school, its context and pupils well. Leaders assure themselves of the quality of provision through regular monitoring. Leaders are collaborative and share a clear vision. The school has a thorough approach to monitoring the impact of provision, including regular checks on books and curriculum coverage.

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Leadership and governance Expected standard

Leaders carefully consider staff wellbeing and workload. Leaders have an 'open-door' policy and actively support staff development. Staff speak positively about working in the school. Leadership is characterised by cheerful positivity.

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Leadership and governance Expected standard

Governors understand their statutory duties and carry them out effectively. Governance defines and safeguards the vision, ethos and strategic direction of the school. Governors bring an impressive range of skills, knowledge and expertise to their roles. They fulfil their responsibilities in monitoring the impact of pupil premium funding and support for pupils with special educational needs and/or disabilities (SEND). Resources are aligned to the school’s strategic priorities. However, the rigour of some of the governors’ record-keeping is not as developed as it could be. This limits their ability to demonstrate detailed and insightful analysis of the school’s work.

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Leadership and governance Expected standard

Parents are predominantly positive about the school and its leadership. They appreciate the support provided, particularly for pupils with SEND.

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Personal development and wellbeing Expected standard

The school has a well-planned and sequenced personal development curriculum. There is a broad enrichment programme of experiences, wider opportunities and extra-curricular clubs. Leaders promote and monitor attendance at these clubs to maximise uptake, particularly for disadvantaged pupils. The school is keen to signpost future career opportunities. Leaders plan opportunities for pupils to learn about different jobs and develop their aspirations.

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Personal development and wellbeing Expected standard

Leaders promote the development of pupils' positive mindset. This includes upbeat, welcoming greetings from staff, opportunities for pupils to undertake daily journaling, and to reflect positively on themselves. This contributes to a culture that prioritises mental health and wellbeing. This approach has had a significant impact on the culture of the school and pupils’ behaviour.

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Personal development and wellbeing Expected standard

Pupils demonstrate impressive values relating to inclusion. They know the risks of stereotyping and that it is wrong to discriminate based on a protected characteristic. Pupils have a secure understanding of the school's values, describing integrity as ‘doing the right thing, even when no one is looking'. The school teaches pupils the fundamentals of living in a democracy. Pupils vote for peer representatives in the ‘pupil parliament’ and have heard from a visiting member of parliament. Pupils take on leadership roles and are proud to see the impact of their actions. They learn about different faiths and cultures. However, their knowledge of the range of different faiths represented in wider British society is uneven.

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Personal development and wellbeing Expected standard

Pupils learn about the importance of keeping themselves safe, including online. They learn age-appropriate information about relationships and sex education. Pupils know the importance of having a healthy lifestyle. When asked what advice they would give for a happy and enjoyable life, pupils said ‘Don't eat too much sugary food. Try doing exercise. Don't spend all your money in one place. Surround yourself with people who make you feel happy’.

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Personal development and wellbeing Expected standard

The school provides expert, well-considered pastoral support, working closely with external agencies and families. Pupils know that trusted adults are always available for pastoral support.

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

Pupils are welcomed into a school with a clear vision where everyone belongs. The school has a deeply inclusive culture. Pupils enjoy coming to school and speak positively about their teachers and their learning. Pupils start the day in a calm, positive environment. Staff greet pupils individually and personally. These warm interactions help pupils feel valued and ready to learn. The school places a high priority on mental health and wellbeing. Pupils know the adults they can turn to for pastoral support. Pupils feel safe, knowing that adults care about them and will listen if they have worries.

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

Adults are skilled at removing the barriers to learning and/or wellbeing that pupils face. Pupils, including those who are disadvantaged, typically achieve well across the curriculum. They take pride in their work and make links between different areas of learning. Teachers provide helpful feedback that supports pupils to improve.

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

Pupils engage positively in lessons. They understand the school's high expectations for their behaviour and follow routines that create calm learning spaces. Pupils treat each other and adults with respect. At social times, pupils play positively and cooperatively. They say that any bullying is rare and dealt with effectively.

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

Pupils value the opportunities they have beyond academic learning. They take on leadership roles that build their confidence and independence. They participate in clubs and trips that broaden their experiences. Pupils demonstrate strong values around inclusion and understand the importance of treating everyone fairly. They articulate what makes for a happy, healthy life.

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

Most pupils attend school regularly. The school works effectively to support families where attendance needs to improve.

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Lead inspector:

Dughall McCormick, His Majesty's Inspector

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Team inspectors:

Andrew Yeomans, Ofsted Inspector Donna Barker, Ofsted Inspector

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Next steps

Leaders should ensure the assessment information is used with greater precision to inform teaching and the activities consistently challenge pupils of all abilities. Leaders should ensure that pupils develop deeper knowledge of the range of different faiths represented in wider British society so that they are very well prepared for life beyond school. Leaders and governors should ensure that less precise aspects of governors’ record- keeping are sufficiently rigorous to enable them to demonstrate detailed and insightful analysis of the school's work.

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About this inspection

The chair of the board of governors in this school is Andrew Buxton.

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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 assistant headteachers, as well as several other leaders, including those responsible for the school’s curriculum and provision for pupils with special educational needs and/or disabilities. They also spoke with representatives of the governing body, the local authority and other external partners, and met with a range of staff. Inspectors carried out learning walks across the school in a range of subjects and reviewed pupils’ work. They met with groups of pupils and observed social times. Inspectors examined a range of school documents, including those related to the curriculum, school improvement, safeguarding, behaviour, attendance and governance.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher has been appointed since the previous inspection.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Acting Head of School.: Phyll Havercroft

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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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What does this mean?

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. National average: 26.3%

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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

2023/24 (final) 61% 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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average

2023/24 (final) 76% 74% Close to average

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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

2023/24 (final) 75% 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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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

2023/24 (final) 33% 46% 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

2024/25 (revised) 50% 59% Close to average

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average

2023/24 (final) 67% 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

2023/24 (final) 67% 59% Close to average

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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Persistent absence

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

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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

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Urgent improvement

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Urgent improvement

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