Shelton Junior School

Shelton Junior School

Address: Shelton Junior School, Carlton Avenue, Shelton Lock, Derby, Derbyshire, DE24 9EJ Unique reference number (URN): 112983

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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 understand the barriers that affect some pupils’ attendance. Leaders carry out regular checks and analysis to identify any trends and underlying causes of poor attendance. This means that they can step in quickly to provide support for pupils and families where needed. As a result of leaders’ actions, overall attendance is generally in line with the national average, and the attendance of some pupils who do not attend as well as they should is improving.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and around school. They show respect and have positive attitudes to learning. Pupils respond well to teachers’ high expectations for their behaviour and the 2 simple school rules ‘be kind; work hard’. Leaders take any concerns about bullying seriously; however, it is not a problem at the school. Occasionally, some pupils with special educational needs and/or disabilities struggle to control their emotions. This can affect their behaviour. However, when this happens, there are well-established systems for supporting pupils to settle quickly. The school’s ‘Eureka’ classroom provides effective support for pupils who need a safe and calming environment.

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Curriculum and teaching Expected standard

Leaders have reviewed and revised all areas of the curriculum to ensure that it is broad and balanced and reflects the school's context. The school’s ‘POWER’ curriculum engages pupils’ interest through five colourful characters who encourage skills of thinking, persevering, reflecting, investigating and collaborating. The curriculum design is fully established across all areas.

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Curriculum and teaching Expected standard

Staff have secure subject knowledge. They teach the curriculum well. There is a determined whole-school approach to ensuring that pupils secure the essential knowledge and skills in reading, writing, handwriting and mathematics. In order to raise standards in those areas, leaders initially prioritised reading. This resulted in a positive impact on pupils’ reading fluency and their love of books. Any pupils who need extra support in reading can access daily phonics teaching. This enables them to develop confidence and fluency in their reading. Currently, the focus is on improving the mathematics curriculum, with an early indication that this is beginning to prove successful.

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Curriculum and teaching Expected standard

Staff regularly check pupils’ understanding in lessons, so that they can address any errors quickly. They adapt their teaching to allow for pupils who have barriers to learning. This enables those pupils to access and learn the curriculum.

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Inclusion Expected standard

Leaders, staff and pupils are justifiably proud of their school's inclusive ethos. Leaders are ambitious for all pupils to achieve, thrive and realise their potential. Leaders and staff know the pupils very well. This enables leaders to identify quickly any barriers to pupils’ learning or well-being. This applies equally to disadvantaged pupils, those with special educational needs and/or disabilities (SEND) those who are known (or previously known) to children's social care or those who have any other vulnerabilities. There is an increasing number of pupils with SEND attending the school. Leaders have ensured that staff receive training in how to adapt their teaching so that pupils with SEND can progress well through the curriculum. Skilled staff regularly provide those adaptations in lessons. The targets set for some pupils with SEND to achieve lack precision and do not consistently reflect their

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Inclusion Expected standard

education, health and care plans. This can affect the ability to measure small steps of progress and inform pupils' next steps in their learning. Leaders are working to sharpen this aspect of their inclusive practice.

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Inclusion Expected standard

Leaders ensure that the pupil premium funding that they receive for disadvantaged pupils is used effectively to overcome any barriers to these pupils’ learning and well-being.

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Leadership and governance Expected standard

Leaders understand the context of their pupils and the community very well. They have used this knowledge to identify accurately the provision's strengths and the areas that need development. As a result, key matters such as achievement are appropriately prioritised. Leaders’ actions have resulted in positive improvements for pupils, such as raised standards of achievement in reading. Leaders at all levels are ambitious for pupils. It is their stated promise that ‘we will always consider our children as our first priority. They are why we are here.’

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Leadership and governance Expected standard

Leaders have an appropriate focus and regard for the achievement and well-being of disadvantaged pupils and those with special educational needs and/or disabilities. They ensure that these pupils are at the forefront of their thinking.

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Leadership and governance Expected standard

Members of the governing body provide the school with appropriate support and challenge. They fulfil their strategic roles effectively, including all of their legal responsibilities such as safeguarding. They are well informed about the school’s performance and are reflective in their approach to understanding the key strengths and challenges. Governors ensure that they are available to parents and carers at school events and seek their views through surveys. This supports positive, trusting relationships between home and school.

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Leadership and governance Expected standard

Staff praise the support that they receive for their workload and well-being. They strongly endorse the leadership of the school and highly value the training and career development they receive. Leaders act as positive, professional role models. By their own actions, they model the high expectations they set for all staff and pupils.

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Personal development and wellbeing Expected standard

Leaders provide a well-considered and extensive personal development programme. This is designed to ensure that all pupils, regardless of any barriers or vulnerabilities, develop as rounded young citizens who are well prepared for their next steps in education and life outside school. As part of this programme, pupils learn how to stay safe, including online. They develop an age-appropriate awareness of health and well-being, including sex education and healthy relationships.

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Personal development and wellbeing Expected standard

Through the curriculum, assemblies, and regular events, pupils learn the ‘Shelton Superpowers’. This programme sets out the important skills and characteristics for pupils to

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Needs attention

develop. These include qualities such as perseverance and reflection. In addition, pupils follow the ‘no outsiders’ programme to learn about difference and equality. In discussion, pupils talk confidently about their awareness of these key principles.

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Needs attention

Pupils learn about the fundamental British values, a range of religions and cultural diversity. They are developing their awareness of, and respect for, other people’s beliefs. Leaders have set aside a space to be used as a quiet prayer room. This demonstrates to pupils the importance of respecting people's spirituality.

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Needs attention

Regular small group ‘circle’ activities enable pupils to discuss local, national and international issues. They can reflect on wider challenges and talk about any emotions or worries in a safe and supportive setting. These sessions promote pupils’ mental health and well-being effectively.

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Needs attention

Beyond their classroom learning, pupils enjoy a range of extra-curricular clubs to foster their talents and interests. These include activities such as sports, knitting, card-collecting and boccia. Pupils also take part in residential visits, adventurous activities and environmental learning. For example, pupils have visited Forestry Commission sites and the local reservoir. They can develop as young leaders through roles such as sports leaders and school council members. Leaders make sure that all pupils can access the activities equally.

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Achievement Needs attention

Pupils’ achievement in the national tests in writing and mathematics has been below the national average over time. In reading and in the English grammar, punctuation and spelling tests, pupils’ achievement is close to the national average. This is a result of the school’s concerted efforts to improve those areas of the curriculum in recent years.

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Achievement Needs attention

Disadvantaged pupils’ achievement is below that of their peers in school, but broadly in line with disadvantaged pupils nationally. For those pupils, reading is the stronger area and mathematics and writing are weaker. Pupils with special educational needs and/or disabilities make suitable progress from their individual starting points.

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Achievement Needs attention

Leaders understand the strengths and weaknesses in pupils’ achievement and are taking appropriate steps to improve, particularly in mathematics and writing. The positive impact of leaders’ work can be seen in the improving quality of work in pupils’ books and in their attitudes to learning.

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

Pupils thrive and are happy at this school. They live up to the school’s motto for them to ‘learn, trust and succeed’ in a safe and nurturing environment. Pastoral support is readily available. Pupils can access several resources that support their mental health and well- being effectively. For example, a qualified counsellor visits the school every week. Trained members of staff provide thoughtful individual or group sessions where pupils can raise any worries or concerns.

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

Pupils behave well. They listen carefully in lessons and are keen to work hard. Positive relationships enable pupils to build confidence and make the most of their learning. Pupils treat one another, and adults, with respect and kindness. They say that everyone is welcome at their school, regardless of any differences or needs. Many say that staff keep them safe and sort out any occasional problems or bullying that may occur.

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

Disadvantaged pupils, and those with special educational needs and/or disabilities (SEND), receive support from caring staff who understand and support their needs. The school’s ‘Eureka’ provision enables pupils with SEND to access a bespoke, well-taught curriculum that supports their learning well.

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

Leaders are keen to broaden pupils’ horizons beyond their local community. Well-considered trips and activities provide plenty of enrichment opportunities. For example, pupils enjoy live theatre productions and residential visits. These experiences help pupils to develop their personal skills and wider cultural understanding.

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

Leaders have worked successfully to ensure that standards of achievement in reading and English grammar, punctuation and spelling, have recently improved. In other areas, such as mathematics and writing, pupils do not achieve as well. This includes disadvantaged pupils. National test results in those subjects over time remain below the national averages at the end of year 6.

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Next steps

Leaders should ensure that the recent improvements in pupils’ achievement are sustained, so that a greater proportion of pupils, including those who are disadvantaged, achieve at least in line with national averages in reading, writing and mathematics by the end of Year 6. Leaders should refine and strengthen further their approach to monitoring the progress of pupils who have barriers to learning, to ensure that those barriers are overcome and that these pupils make consistently strong progress from their starting points.

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About this inspection

The chair of the board of governors in this school is Karen Phillips.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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Lead inspector:

Christine Watkins, His Majesty's Inspector

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Team inspectors:

George Huthart, Ofsted Inspector Jonathan Keay, 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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What does this mean?

Inspectors spoke with the headteacher, school leaders, staff, pupils, and parents and carers during the inspection. The lead inspector also spoke with members of the governing body and a representative of the local authority.

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What does this mean?

The school currently makes use of one unregistered alternative provision.

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

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

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average

2023/24 (final) 53% 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

2024/25 (final) 70% 75% Close to average

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average

2022/23 (final) 66% 73% 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) 67% 72% Close to average

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average

2022/23 (final) 70% 71% 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) 68% 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) 53% 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) 63% 63% Close to average

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average

2022/23 (final) 57% 60% 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) 50% 59% Close to average

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average

2023/24 (final) 66% 58% Close to average

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average

2022/23 (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) 69% 59% Close to average

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average

2022/23 (final) 47% 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) 5.8% 5.2% Close to average

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national average

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

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national average

2022/23 (3 term) 6.6% 5.9% 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) 14.0% 13.0% Close to average

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national average

2023/24 (3 term) 16.1% 14.6% Close to average

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national average

2022/23 (3 term) 17.3% 16.2% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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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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