Albany Junior School

Albany Junior School

Address: Pasture Road, Stapleford, Nottingham, Nottinghamshire, NG9 8HR Unique reference number (URN): 122546

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Expected standard

Attendance is a notable strength of the school. Leaders have robust systems in place to manage attendance and are tenacious in their approach to this. As a result of leaders’ actions, most pupils attend school very well. Attendance is consistently above national levels for all pupils, including those who face barriers to learning or wellbeing. Leaders remain ambitious to improve attendance even further until all pupils’ attendance is the best it can be. Leaders have made careful and strategic decisions to support their work on attendance, for example, in relation to the curriculum and enrichment opportunities. As a result, most pupils want to come to school.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations of behaviour that are underpinned by mutual respect and positive relationships. Staff and pupils have a shared understanding of these. Pupils typically behave well. They are friendly and welcoming. Pupils interact confidently with staff. Pupils benefit from calm and purposeful classroom environments that are conducive to learning. Pupils generally demonstrate positive attitudes to learning. Staff ensure that pupils who need additional help to understand and manage their behaviour receive appropriate support. Staff continue to work with some pupils to ensure that they understand how to consistently make positive behaviour choices. Bullying is rare and not tolerated.

p.2

Curriculum and teaching Expected standard

Leaders have developed a broad and balanced curriculum that sets out the important knowledge pupils should learn. This knowledge builds logically over time. Leaders have purposefully designed the curriculum to meet the needs of pupils and the school. Pupils value the wide range of interesting learning opportunities available for them.

p.2

Curriculum and teaching Expected standard

Teaching is typically effective. When teaching is most effective, teachers ask questions to check pupils’ understanding and to address misconceptions. They encourage pupils to think carefully and to discuss their learning. Teachers use a range of adaptations to ensure that all pupils, including those who face barriers, can access the learning. For example, in mathematics, teachers use physical resources and highly structured explanations to ensure that pupils with special educational needs and/or disabilities develop conceptual understanding. This helps them to access the same curriculum as their peers. However, not all opportunities to check for understanding are maximised. This means that, in some instances, misconceptions are not identified and addressed. As a result, for some pupils, gaps in learning remain over time. Leaders have identified appropriate areas for improvement and work to ensure that highly effective teaching is embedded across all

p.2

Curriculum and teaching Expected standard

Reading is prioritised. Pupils who join the school at earlier stages of reading benefit from effective, structured phonics teaching from well-trained staff.

p.2

Inclusion Expected standard

Leaders have established an inclusive and welcoming school culture. All pupils, including those who are disadvantaged, those who have special educational needs and/or disabilities (SEND) and pupils who face other barriers to their learning or wellbeing, are valued and fully included in all aspects of school life.

p.3

Inclusion Expected standard

Leaders have developed systems and processes to quickly identify needs and put appropriate support in place for pupils with SEND. Leaders and staff regularly review and adjust support to ensure that it is aligned to pupils’ needs. Adaptations to enable pupils to access their learning are generally well considered. However, occasionally, they are not as closely aligned to pupils’ learning needs as they could be.

p.3

Inclusion Expected standard

Leaders understand the needs of disadvantaged pupils and those known to social care. They ensure that these pupils are well supported. Leaders’ use of additional funding for disadvantaged pupils ensures that they can access high-quality pastoral support and counselling. This has been impactful in overcoming barriers to learning and wellbeing.

p.3

Inclusion Expected standard

Leaders build strong relationships with parents, carers and families. They work effectively with a range of external agencies and professionals. These partnerships help leaders put the right support in place for vulnerable pupils. Leaders ensure that any use of alternative provision is carefully monitored and appropriate to pupils’ needs. They have clear oversight of pupils' welfare, attendance and progress.

p.3

Leadership and governance Expected standard

Leaders have detailed knowledge of the school’s context and the community it serves. They use this knowledge to create a supportive, inclusive environment where barriers to learning or wellbeing are overcome. This helps pupils feel safe and valued. Leaders make all decisions in pupils’ best interests.

p.3

Leadership and governance Expected standard

Leaders have established systems and processes to identify and support pupils who face barriers to learning or wellbeing, including those with special educational needs and/or disabilities (SEND). They are alert to the range of barriers faced by many pupils. Leaders are fully committed to overcoming these so that pupils can thrive.

p.3

Leadership and governance Expected standard

Leaders have identified appropriate areas for improvement. For example, leaders have begun to take action to address aspects of writing so that gaps in some pupils’ essential knowledge are addressed. Leaders recognise the importance of high-quality teaching to secure the best outcomes for all pupils, including those with SEND. They have begun to work to secure this across all classes and subjects.

p.3

Leadership and governance Expected standard

Governors bring a range of suitable experience and skills to their roles. They understand their duties and enact them effectively. Governors ask pertinent questions about different aspects of the school’s work and offer appropriate support and challenge. Leaders engage well with the local authority. They work together effectively. For example, the local authority has supported leaders to monitor the school's work and identify appropriate areas for improvement.

p.3

Needs attention

Staff value leaders’ consideration of their workload and wellbeing. They benefit from a range of professional learning opportunities. Although these have led to improvements, leaders have not yet secured consistently effective teaching in all classes. Parents and carers are typically very positive about the school and the quality of care and education provided for their children.

p.4

Personal development and wellbeing Expected standard

Leaders are strong advocates for pupils and the local community. They demonstrate unswerving commitment to improving outcomes for pupils. Leaders understand the positive impact a high-quality personal development offer can have on pupils’ lives.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from a well-considered personal, social, health and economic (PSHE) education curriculum that includes relationships education. They talk about many aspects of their PSHE learning confidently. For example, pupils demonstrate age-appropriate knowledge and understanding when discussing healthy relationships. They know how to keep themselves safe in different situations, including when online. Pupils typically demonstrate an age-appropriate understanding of fundamental British values. For example, pupils explain how the school council elections process develops their understanding of democracy. The school’s values are evident in all aspects of school life. Pupils build positive relationships and show respect to others. They learn about different cultures and religions. However, some pupils do not demonstrate secure knowledge and understanding of different faiths, although they do respect different beliefs.

p.4

Personal development and wellbeing Expected standard

Pupils access a wide range of enrichment opportunities and extra-curricular clubs. They are enthusiastic about ‘Albany adventures’, a whole-school termly trip where pupils develop their learning further and enjoy new experiences. This includes visits to the 'Thinktank' or the seaside. Pupils value the range of leadership opportunities such as young interpreters and mental health champions. They take responsibilities such as these seriously.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that disadvantaged pupils access a range of opportunities. This helps pupils to develop new talents and interests, as well as broaden their horizons. Leaders track participation in clubs and ensure that these are an entitlement for all pupils, including those who are disadvantaged or face other barriers.

p.4

Personal development and wellbeing Expected standard

The school’s pastoral offer is very effective. Pupils benefit from access to counselling. This has a positive impact on pupils’ wellbeing. Pastoral support also extends to families and the wider school community. The school runs regular workshops for parents and carers, for example, in cookery.

p.4

Achievement Needs attention

Pupils’ achievement is not yet where it should be. Over time, pupils do not attain as highly as they could in national tests. Too many pupils do not consistently secure the most important knowledge in reading, writing and mathematics by the end of key stage 2. This means that they are not well prepared for their next steps in education.

p.4

Achievement Needs attention

Disadvantaged pupils’ attainment is broadly in line with national averages over time. However, this is not a stable picture and outcomes for disadvantaged pupils in 2025 were below national averages in all areas other than reading.

p.5

Achievement Needs attention

Work in pupils’ books reflects the variability in published outcomes. While pupils’ work shows that many now typically achieve in line with expectations for their age, this is not consistent across classes, subjects or groups of pupils. This is because some pupils still have gaps in their foundational knowledge in reading, writing and mathematics. This means that, sometimes, they move onto new learning before they have secured key knowledge they need to build upon.

p.5

Achievement Needs attention

Leaders have begun to take appropriate actions to address these issues so that achievement improves and a greater proportion of pupils attain in line with their peers nationally. However, this work is ongoing and it is too soon to see the sustained impact of it.

p.5

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

Pupils at Albany Junior School feel a strong sense of belonging to their highly inclusive and welcoming school community. They know that staff care deeply for them. Pupils recognise that staff work to make each day the best it can be for them. They benefit from the school’s unswerving commitment to ensuring that they are safe, well cared for and ready to learn. Pupils place high trust in staff. They know that staff will support them to overcome barriers to their learning or wellbeing.

p.5

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

Pupils are overwhelmingly positive about their school. They enjoy coming to school. This is reflected in their high attendance.

p.5

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

Pupils’ behaviour is typically very positive. They generally play well together at social times. Pupils learn how to be a good friend. They appreciate that pupils are usually kind to each other. Pupils are emphatic that bullying is not tolerated at school and rarely happens. They know who to talk to if they have concerns and are confident that these will be addressed immediately by staff.

p.5

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

Pupils benefit from classroom environments that are calm and purposeful. This helps them to focus on their learning. Pupils with special educational needs and/or disabilities and those who face other barriers are generally well supported to access their learning. Pupils enjoy lessons and get help when they need it. However, some pupils still have gaps in their knowledge, particularly in some aspects of transcription and writing. Not all pupils achieve as well as they could in national tests. Leaders have begun to take appropriate steps to address this so that a greater proportion of pupils will be better prepared for their next stage of education.

p.5

Lead inspector:

Damienne Clarke, His Majesty's Inspector

p.6

Team inspectors:

Joanne Sanchez-Thompson, Ofsted Inspector Deirdre Duignan, Ofsted Inspector Pupils benefit from a wide range of enrichment opportunities, including visits, clubs and leadership opportunities. These help pupils to broaden their horizons and understand the world beyond their local area.

p.6

Next steps

Leaders should continue to strengthen recent work on securing consistently high-quality teaching so that a greater proportion of pupils build secure reading, writing and mathematics knowledge and are ready for the next stage of their education. Leaders should ensure that teaching routinely and precisely checks pupils’ understanding, particularly those at risk of falling behind, so that this information is used to address any misconceptions and adapt teaching accordingly.

p.6

About this inspection

The chair of the board of governors in this school is Gemma Marshall.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, other school leaders and a range of staff during the inspection. They also spoke with a wide range of pupils throughout the school, as well as parents and carers. The lead inspector spoke to members of the governing body, including the chair of governors, a representative from the local authority, and leaders and staff from the alternative provision used by the school.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently makes use of one alternative provision, which is registered.

p.6

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.

p.7

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.

p.7

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.

p.7

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%

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

average

2022/23 (final) 57% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2023/24 (final) 74% 72% Close to average

p.9

average

2022/23 (final) 74% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2022/23 (final) 74% 73% Close to average

p.10

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.

p.10

mathematics

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

p.10

average

2023/24 (final) 44% 46% Close to average

p.10

average

2022/23 (final) 54% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (revised) 63% 63% Close to average

p.11

average

2023/24 (final) 56% 62% Close to average

p.11

average

2022/23 (final) 67% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2023/24 (final) 56% 59% Close to average

p.11

average

2022/23 (final) 63% 59% Close to average

p.11

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . 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 .

p.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15