St James' CofE Junior School

St James' CofE Junior School

Address: Wellington Row, Whitehaven, Cumbria, CA28 7HG Unique reference number (URN): 112298

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

Personal development and wellbeing Strong standard

Leaders’ dedication to promoting pupils’ personal development permeates through all aspects of the school’s work. Staff know pupils on an individual level and understand the personal challenges they face. They offer bespoke support to pupils which builds their resilience and reduces barriers to their wellbeing. Leaders provide a rich and well-structured personal development offer that is inclusive and impactful. Pupils develop a deep understanding of British values. They have a mature appreciation of the importance of these and can articulate how they link to the school’s ethos and to their own lives. Pupils have a thorough understanding of how to keep themselves safe. They know the actions to take to protect themselves from harmful content online. Pupils also learn practical skills such as first aid and water safety, including when in, or near, open water. They have an in-depth understanding of both mental and physical health, and how to manage money. Pupils have

p.2

Personal development and wellbeing Strong standard

a mature understanding of the importance of positive, respectful relationships. They live this out in their friendships. Pupils behave with integrity and consistently cooperate well with each other.

p.2

Personal development and wellbeing Strong standard

Leaders ensure that pupils broaden their experiences and develop the confidence to embrace what life can offer them beyond school. They foster pupils' talents well. Pupils learn to play a range of sports and to play musical instruments. Pupils also displayed their artwork in a public gallery. Pupils have opportunities to lead at cultural and charity events, to take part in enterprise projects, to visit elderly local residents and to learn bell ringing in the local church. These opportunities have increased pupils' confidence, and instilled in them a sense of responsibility and a pride in their community. Pupils build high levels of courage and conviction. For example, they present to large audiences about matters that they are campaigning for. Leaders track participation in these opportunities carefully to ensure that all pupils, including those with special educational needs and/or disabilities and disadvantaged

p.2

Personal development and wellbeing Strong standard

pupils, benefit from accessing these important experiences.

p.2

Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, achieve well. They successfully build on their knowledge in logical steps over time. Leaders provide pupils with timely support that helps to close key gaps in their knowledge. Pupils gain confidence and fluency in important skills such as reading, spelling and mathematical strategies. They are well prepared for the next stage in their education. The school’s results in national tests for reading, writing and mathematics at the end of key stage 2, are above the national average. Pupils develop a broad body of knowledge and, typically, remember this well over time. However, pupils do not consistently apply their understanding of the curriculum in depth. They do not develop a consistently detailed knowledge across the full curriculum.

p.2

Attendance and behaviour Expected standard

Leaders have established highly successful systems and processes to ensure that pupils attend school as much as they can. This is reflected in the school’s rates of attendance, which are consistently above the national average. This includes for pupils with special educational needs and those who face other challenges in their lives. Leaders and staff communicate effectively with parents and carers about the importance of attending school. They provide families with bespoke, effective support to break down any barriers that pupils face in getting to school.

p.3

Attendance and behaviour Expected standard

Pupils demonstrate high levels of respect towards staff and their peers. They cooperate with each other positively. In lessons, at social times and when moving around the school, pupils generally behave well. Staff support pupils well to follow the rules and routines. Incidents of bullying and discrimination are rare and are dealt with promptly by staff and leaders. Leaders work in partnership with behaviour specialists to ensure that pupils are supported effectively to understand and manage their emotions. They provide targeted support to pupils who find it particularly difficult to manage their behaviour. Pupils’ books typically show that they have positive attitudes to their learning. They are keen to learn and enjoy their lessons.

p.3

Curriculum and teaching Expected standard

Leaders ensure that pupils access a broad and ambitious curriculum. They clearly define the key knowledge and skills that pupils should learn and order this in a logical sequence. This ensures that pupils’ learning builds consistently over time. This includes from one year to the next within mixed-age classes. Leaders place high emphasis on ensuring that pupils secure the fundamental knowledge they need in reading, writing and mathematics. They provide focused support to pupils to help them gain confidence with these aspects of their learning. The curriculum is enriched with a range of trips and visitors to the school. This helps bring the curriculum to life through first hand experiences.

p.3

Curriculum and teaching Expected standard

Staff are knowledgeable about the subjects they teach. They build their expertise over time through a range of well-considered professional development opportunities. Teachers deliver the curriculum as intended. They model new concepts clearly to pupils and ask pertinent questions to check their understanding. Staff make adaptations in lessons to help pupils who face challenges in their learning. This helps these pupils to access the curriculum. Teachers typically design activities that support pupils to learn the intended knowledge. However, at times, the tasks that pupils complete do not enable them to apply their knowledge in depth. This makes it difficult for teachers and leaders to ensure that pupils develop a consistently detailed and in-depth understanding across the curriculum.

p.3

Inclusion Expected standard

Leaders ensure that there is a robust transition process in place for pupils joining the school. Through these processes, leaders gain a thorough knowledge of pupils’ needs. This helps to ensure these needs are met when pupils start at the school. Leaders work collaboratively with external professionals, including behaviour specialists. They make effective use the services these professionals provide, to support pupils who would benefit from more specialised support. Leaders' decisions about what help is offered to pupils, including how additional funding for disadvantaged pupils is spent, are made in the best interests of pupils. Leaders monitor the impact of support and made adaptations as pupils’ needs change.

p.3

Inclusion Expected standard

Leaders ensure that all pupils can successfully access the curriculum. Staff make adaptations in lessons that typically reduce pupils’ barriers to learning. This includes pupils with special educational needs and/or disabilities, pupils who are at the early stages of learning to speak English and those who face other barriers to their learning. Leaders provide timely support to these pupils, while also promoting their independence. Staff make effective use of resources and technology to support pupils in recording their learning. However, at times, the targets and strategies set for pupils who face barriers in their learning are not as clear and precise as they could be. This means that there is some inconsistency in how effectively the delivery of the curriculum supports pupils to build on their specific next steps in learning.

p.4

Leadership and governance Expected standard

There have been changes to the leadership of the school since the last inspection. The school is currently led by a temporary executive headteacher, who has been in post since January 2026. During this period of change in leadership, governors and new leaders have been highly focused on ensuring that standards are maintained and securing further improvements in the school.

p.4

Leadership and governance Expected standard

Governors and leaders, including the current headteacher, understand the school’s strengths and areas for development. They are proactive and take effective action to strengthen aspects of the school that they identify as priorities for improvement. For example, leaders have recently developed staff expertise in providing support to pupils in a way that enables them to apply their learning independently. This is having a positive impact on the delivery of the curriculum. Staff value the professional development opportunities they have to develop their practice.

p.4

Leadership and governance Expected standard

Governors carry out their roles effectively. They have a clear vision for the school and place pupils’ needs and best interests at the heart of this. Governors engage with pupils, staff, parents and carers and the wider community. They consider their views about aspects of the school’s work when making decisions. Leaders and governors also consider the workload and wellbeing of staff.

p.4

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

Pupils flourish at this school. They are proud of the school’s Christian values. Pupils strive to live up to the ‘St James’ way’, to be kind, respectful and to give their all. They build positive relationships with staff and their peers. Pupils describe their school as a place where they ‘help each other, do not judge anyone and celebrate their differences’. Bullying and discrimination are rare at this school. When incidents do occur, leaders ensure that they are resolved quickly. Pupils feel safe at school. They know that staff care about them and will prioritise helping them with any challenges they face. Pupils speak confidently about the positive difference this makes to their wellbeing. Pupils’ personal development is promoted extensively. Pupils are keen to engage in the wide-ranging opportunities that are on offer beyond the classroom. For example, there are many clubs that ignite pupils’ interests and develop their talents. These include animation,

p.4

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

judo, archery and badminton. Pupils also develop their confidence and independence through experiences such as residential trips, leading external events and taking on leadership roles. Through these, pupils gain a thirst for finding out more about the world around them. Pupils develop a mature understanding of the impact that they can have on their community. For example, 'pupil ambassadors' spoke to the local member of parliament about their development ideas for the local area. Through their roles as ‘power rangers’, pupils strive to reduce energy usage at the school. Leaders ensure that all pupils can take part in these experiences, and that all pupils have opportunities to represent the school.

p.5

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

Pupils enjoy school and generally demonstrate positive attitudes to their learning. Their rates of attendance are consistently above average. Pupils, including those with special educational needs and/or disabilities, learn an ambitious and engaging curriculum. Those who find learning more challenging receive appropriate support that enables them to be successful. Pupils, including disadvantaged pupils, achieve very well in national tests at the end of Year 6. They develop a broad knowledge that prepares them well for secondary school.

p.5

Next steps

Leaders should strengthen the precision of support plans for pupils who face barriers to their learning so that the curriculum delivery consistently and closely aligns to individual needs and targets. Leaders should ensure that the activities that pupils complete consistently enable them to deepen their understanding and build a detailed knowledge across the curriculum.

p.5

About this inspection

The chair of the board of governors in this school is Jonathan Spencer.

p.5

About this inspection

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

p.5

About this inspection

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

p.5

About this inspection

Inspectors spoke with the executive headteacher, staff, governors, and representatives of the local authority and the diocese during the inspection. Inspectors also spoke with parents and carers and children.

p.5

About this inspection

The inspectors confirmed the following information about the school:

p.5

About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Carlisle. Its last section 48 inspection was in April 2023.

p.5

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.6

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.6

What does this mean?

The school currently makes use of one registered alternative provision.

p.6

What does this mean?

The school has undergone a significant change in leadership since the last inspection. The previous headteacher left the school in January 2026. At the time of the inspection, the school was being led by a temporary executive headteacher who had been in this role since January 2026.

p.6

What does this mean?

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

p.6

What does this mean?

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

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.7

What does this mean?

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

p.7

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.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.8

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

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.9

mathematics

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

p.9

average

2024/25 (final) 38% 47% 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

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.10

average

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

p.10

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (final) 50% 61% Close to average

p.11

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.

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.11

mathematics

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

p.11

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.12

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.

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.13

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 .

p.14

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 .

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.14

Urgent improvement

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

p.15