Inglewood Junior School

Inglewood Junior School

Address: Arnside Road, Harraby, Carlisle, Cumbria, CA1 3QA Unique reference number (URN): 112216

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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 Expected standard

Leaders have acted effectively to improve attendance. They check attendance closely so they can identify patterns and step in quickly when concerns arise. Leaders work with families and external agencies to remove barriers, when pupils struggle to attend. As a result, attendance is now in line with national figures. Persistent absence is reducing quickly, including for disadvantaged pupils.

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Attendance and behaviour Expected standard

Leaders have high expectations for behaviour. Pupils understand the school rules. They usually follow routines well in lessons and around the school. At social times, pupils play together sensibly and show respect for each other. When pupils lose focus, staff use the school’s approach consistently to help them settle and return to learning. Leaders have strengthened their approach to supporting behaviour for pupils with special educational needs and/or disabilities. Staff use strategies to help pupils manage their emotions. For example, they use sensory calming spaces, when pupils need time to regulate. Staff deal with incidents of discriminatory or derogatory language, including bullying, in a timely and appropriate way. As a result, such incidents are rare. Pupils say they feel safe in school and know that adults will help them if problems arise.

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Inclusion Expected standard

Leaders have an effective approach to inclusion across the school. Staff understand pupils well and identify emerging needs quickly. They use this information to put the right help in place so that pupils can take part in learning and make progress. Staff work with external specialists to review and adjust the support pupils receive. Staff use training to recognise when pupils need help with their emotional wellbeing and communication. This makes a positive difference to how confidently pupils learn.

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Inclusion Expected standard

Pupils with additional needs receive support in class through simple, practical adjustments. This includes the use of visual prompts, adult guidance and technology to help them record their ideas. Warm, trusting relationships help pupils feel settled and ready to learn. Children in care have well-matched approaches that support their needs and help them thrive in school.

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Inclusion Expected standard

Leaders use additional funding for disadvantaged pupils to support their learning. This is improving attainment for disadvantaged pupils, especially in reading and mathematics. 'The Den' gives some pupils a calm space, where they can follow a personalised programme. Specialist advice helps shape this work. Typically, pupils achieve well from their starting points.

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Personal development and wellbeing Expected standard

Leaders have designed a broad personal development programme that reflects the needs of pupils and the community. Pupils learn how to keep themselves safe in age-appropriate ways. They know how to manage online risks and how to recognise unsafe situations linked

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Needs attention

to gangs, drugs and vaping. They talk confidently about friendships, consent, bullying and how to seek help. Pupils know which adults they can turn to in school if they have worries.

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Needs attention

Teaching about relationships and health is clear and well understood. Pupils show a mature understanding of how their bodies change as they grow and how to build healthy relationships. They also learn how to manage their feelings and look after their mental health. Some pupils have benefited from counselling and support for their wellbeing. This has helped them develop confidence and resilience.

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Needs attention

Pupils develop a sense of fairness and respect. They understand fundamental British values and can explain why tolerance matters and discrimination is wrong. Pupils speak proudly about the school’s ethos, sharing that 'everybody matters here'. Those pupils in ‘The Den’ are increasingly able to join whole-school events and feel connected to their classmates.

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Needs attention

Through drama, art, music and sport clubs, pupils discover new interests and build confidence beyond the classroom. Members of the choir speak proudly about singing in the cathedral. Memorable trips and visits broaden pupils’ understanding of life beyond their local area. A recent museum visit supported learning across the curriculum and sparked interest in future career pathways. The ‘Passport of Opportunity’ helps staff track pupils’ experiences. This helps them support disadvantaged pupils to take part.

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Needs attention

Pupils enjoy taking on responsibilities, including through the school council. They take part in fundraising for local charities. Pupils feel valued and heard at school.

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Achievement Needs attention

Some pupils have gaps in their essential knowledge, especially in writing. Pupils are beginning to improve their spelling, handwriting and punctuation, but this work is recent and gaps remain. In some subjects, pupils do not always remember what they have learned before. Staff do not consistently identify errors in learning. This means that errors in pupils’ work remain. Published outcomes have been consistently below national averages. Recent changes to the curriculum have not improved attainment for all pupils. As a result, some pupils are not ready for the next stage of their education.

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Achievement Needs attention

Even so, pupils do achieve well in some areas. Younger pupils read new words accurately and are becoming more confident readers. In mathematics, pupils are beginning to build a secure foundation and remember key number facts. Disadvantaged pupils’ attainment is improving and is now in line with that of disadvantaged pupils nationally. Staff support pupils with special educational needs and/or disabilities well, enabling them to make progress across the curriculum.

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Curriculum and teaching Needs attention

Leaders have not ensured that the curriculum is designed clearly enough in every subject. In some subjects, staff do not know precisely what to teach or when. As a result, pupils do not build their knowledge step by step. Leaders have identified the need to strengthen key writing skills, such as spelling, handwriting and punctuation. This work is starting to show impact, but is still at an early stage. Teachers do not have a consistent way of checking what pupils understand. This makes it harder for them to identify errors and plan the right next step. In some subjects, the activities pupils complete do not closely match the intended learning. Consequently, in these areas, pupils do not develop the intended knowledge and skills securely over time.

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Curriculum and teaching Needs attention

Nevertheless, leaders have designed some subjects well. The mathematics curriculum is well ordered and helps pupils build fluency in number. Staff model art skills clearly, and pupils understand how to improve their work. Staff deliver phonics well and follow the programme consistently to support pupils in reading. Training is helping to further strengthen the curriculum. For example, teachers plan regular opportunities for pupils to revisit important learning. This helps pupils remember key ideas in some lessons. Teachers make thoughtful adjustments to lessons that help pupils with additional needs access the curriculum.

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Leadership and governance Needs attention

Leaders understand the school’s context and the main areas that need to improve. However, their plans to strengthen the curriculum and raise achievement have not been precise enough. This includes weaknesses in the sequencing of subjects and in the identification and addressing of gaps in pupils’ knowledge. Leaders’ checks on the curriculum do not give a full picture of how well pupils are learning across all subjects. This means that recent actions have not tackled the historic weaknesses that remain.

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Leadership and governance Needs attention

Governors meet their statutory duties and take part in training. They understand the school’s priorities. However, their view of the curriculum and pupils’ achievement is not detailed enough to check the impact of leaders’ work. This limits the level of challenge they can provide.

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Leadership and governance Needs attention

Leaders place a firm focus on staff wellbeing and workload. Staff describe effective teamwork and say they feel well supported. They value the positive culture and the chances they have to build their skills. Staff training has helped them to support pupils with special educational needs and/or disabilities. Leaders have also worked with external specialists to improve the support pupils with complex needs receive in ‘The Den’. Leaders have taken appropriate action to raise standards in attendance and behaviour. They make decisions in pupils’ best interests.

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Leadership and governance Needs attention

Leaders build positive relationships with parents and the wider community. Parents value the wider opportunities offered to their children and the welcoming atmosphere at school events. Leaders work with other colleagues to share ideas and strengthen the school’s inclusive approach.

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

The school’s ethos of valuing every pupil is evident in the welcoming start to each day and in the way staff support pupils in feeling part of the community. Pupils are safe. They understand the school’s behaviour expectations and respond well to the consistent routines in place. Most pupils behave sensibly in lessons and show positive attitudes to learning. Occasional low-level disruption is addressed promptly by staff. Pupils understand what bullying is and know that concerns are dealt with fairly. Pupils with additional needs are supported to manage their emotions. For example, through access to calming spaces, such as ‘The Den’, pupils swiftly re-engage in learning. Warm relationships between pupils and staff help pupils feel settled and ready to learn.

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

Pupils enjoy their learning and participate well in the activities provided. They show pride in their work in some subjects. However, not all pupils achieve as well as they could. Gaps in key knowledge, especially in writing, mean that some pupils struggle to show their understanding clearly. In some subjects, the curriculum is not sequenced well enough to help pupils build securely on what they have learned before. Staff make practical adjustments in lessons, which help pupils with barriers take part in learning more successfully. Even so, these changes have not led to improved attainment in published data. Therefore, some pupils are not fully prepared for their next stage.

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

Through residentials, sports competitions, choir performances and seasonal clubs, pupils build confidence and discover new interests. Leadership roles, such as school council, eco- ambassadors and librarian responsibilities, help pupils develop a sense of responsibility. Pupils learn how to stay safe, form healthy relationships and understand risks in the wider world. They attend regularly and enjoy being part of the community. Pupils feel known and supported by the adults around them.

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Next steps

Leaders and governors should strengthen monitoring and evaluation of the curriculum so they can gain an accurate understanding of pupils’ learning and provide effective challenge and support. Leaders should ensure pupils secure essential writing foundations, including spelling, handwriting and punctuation, so gaps close quickly and pupils write with accuracy. Leaders should ensure that subjects are sequenced clearly so pupils build securely on prior learning and develop the knowledge that leads to sustained improvements in pupils’ attainment. Leaders should establish a consistent approach to assessment so that teachers can accurately check pupils’ understanding and adapt teaching to address gaps promptly. Leaders should ensure that learning tasks consistently align with the intended curriculum, so that pupils build knowledge securely and achieve well.

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Team inspectors:

Rachael Alarcon, Ofsted Inspector Craig Dewar-Willox, 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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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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About this inspection

The chair of governors for this school is Caitlin Innes.

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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 governing body and representatives from 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 school currently uses no alternative provision.

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About this inspection

Headteacher: David Grimshaw National average: 272

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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. National average: 15%

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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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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

2023/24 (final) 66% 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) 67% 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

2023/24 (final) 42% 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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average

2024/25 (final) 57% 63% Close to average

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average

2023/24 (final) 54% 62% Close to average

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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 (final) 48% 59% Close to average

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average

2023/24 (final) 54% 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 (final) 52% 61% Close to average

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average

2023/24 (final) 54% 59% 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 (3 term) 5.4% 5.2% 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 (3 term) 11.6% 13.0% 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. 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

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

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