Croftlands Junior School

Croftlands Junior School

Address: Oakwood Drive, Ulverston, Cumbria, LA12 9JU Unique reference number (URN): 112198

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

Curriculum and teaching Expected standard

The school has established a clear and broad curriculum. Leaders have identified the important knowledge pupils should learn across all subjects and have organised this in a logical order. Staff have secure subject knowledge. They ask pertinent questions that check pupils have learned and remembered all that they should.

p.2

Curriculum and teaching Expected standard

Leaders have prioritised the teaching of reading, writing and mathematics. They have rightly identified pupils’ writing as a priority, putting in place a whole-school focus on the teaching of spelling, grammar and punctuation. Typically, writing is taught well but there are some inconsistencies in the extent to which teachers identify and address errors in pupils’ written work.

p.2

Curriculum and teaching Expected standard

Leaders have identified pupils, who have not secured their knowledge and skills in early reading and phonics. Staff provide targeted and effective support for those pupils to ensure that they secure those skills swiftly.

p.2

Curriculum and teaching Expected standard

Staff understand pupils' needs and adapt their teaching to address a diverse range of additional needs. This supports all pupils well, including those with special educational needs and/or disabilities, or those who face other barriers to their learning.

p.2

Inclusion Expected standard

Leaders and staff understand pupils’ needs well. They benefit from training that helps them to precisely identify pupils’ barriers to learning and/or wellbeing. Staff identify pupils’ needs quickly and accurately and provide timely and effective support. Staff care deeply about pupils’ wellbeing. They work closely with parents and carers and external agencies to find out what will make the most difference to disadvantaged pupils’ experiences at the school. The school’s provision for family learning has had a purposeful impact for many pupils and their families.

p.2

Inclusion Expected standard

Leaders draw on advice and guidance from external agencies to ensure that those pupils with special educational needs and/or disabilities and other barriers to learning are able to access a full and ambitious curriculum. They make sure that disadvantaged pupils benefit fully from the provision on offer. For example, leaders plan the use of the pupil premium grant with pupils’ academic and emotional needs in mind.

p.2

Inclusion Expected standard

Leaders make appropriate use of alternative provision for a small number of pupils. They ensure that these pupils are safe and benefiting from an offer that is carefully matched to their needs.

p.2

Leadership and governance Expected standard

Leaders and governors have a clear understanding of how they thrive in school. Leaders use their knowledge of the school’s strengths and priorities to further develop. They are ambitious for pupils and have a clear vision to improve the academic outcomes and broader experiences for all pupils.

p.2

Leadership and governance Expected standard

Leaders regularly check that their actions are having the intended impact. They consider the impact of any changes on staff’s wellbeing and workload. This means that staff are not overwhelmed, when new approaches are introduced. Staff value the care and support they receive from leaders. Their professional development is a priority.

p.3

Leadership and governance Expected standard

There has been changes to leadership since the last inspection, including more recently, the school federating with the local infant school. As a result, governors have been conscious in their support of leaders and staff during this time. They take their statutory responsibilities seriously and bring relevant expertise to their roles. Governors make careful checks on pupils' attendance, safeguarding and the achievement of pupils, including those with special educational needs and/or disabilities and disadvantaged pupils. They provide appropriate support and challenge to leaders. Typically, leaders and governors engage positively with parents, carers and the wider community.

p.3

Personal development and wellbeing Expected standard

Leaders understand the school's context well and have designed a personal development programme that reflects pupils’ needs. Learning is adapted according to context and to meet the needs of pupils. For example, the school has provided information and support about sleep in response to questions from parents and carers.

p.3

Personal development and wellbeing Expected standard

Pupils learn about online safety through the curriculum and well-thought-through assemblies. They benefit from relationships and health education that is appropriate to their age and stage of development. Staff help pupils to understand and manage their feelings, this has a positive impact on pupils’ wellbeing and behaviour. Pastoral support is highly effective. Staff respond quickly to pupils' needs and provide nurturing support where required.

p.3

Personal development and wellbeing Expected standard

Pupils show genuine respect for others. They learn about different faiths, cultures and perspectives. Some pupils can talk about other religions and what difference may look like. Pupils take on a range of leadership roles, including play leaders, librarians and Year 6 ambassadors. They learn about democracy by electing classmates to represent them on the school council. This helps pupils to understand about fundamental British values.

p.3

Personal development and wellbeing Expected standard

Leaders nurture and develop pupils’ talents and interests. They ensure that disadvantaged pupils participate fully in the enrichment offer. Many of the wide range of clubs and activities on offer include singing, dance, film club and young engineers. Pupils speak with enthusiasm about trips and residential visits. These opportunities build pupils’ character and independence.

p.3

Personal development and wellbeing Expected standard

Pupils engage in a range of meaningful activities in the community, including visiting local care homes, laying a wreath on Remembrance Day and creating decorations for the town Christmas tree. As a result, pupils understand their role as active citizens in school and the wider community. These experiences broaden pupils’ horizons and help them grow into confident, engaged members of their community

p.3

Achievement Needs attention

Over time, pupils' attainment in national tests has remained below national expectations. Pupils have not secured the knowledge they need in reading, writing and mathematics. They have developed gaps in their knowledge that has made learning harder across other subjects. Consequently, pupils do not achieve as well as they could and are not as well prepared for secondary education as they should be.

p.4

Achievement Needs attention

Leaders recognise this. They have made changes to the curriculum and teaching, which are beginning to show green shoots of improvement in achievement for all pupils. This includes pupils with special educational needs and/or disabilities (SEND) and those with other barriers to their learning. Some of this work is in the early stages. For example, in mathematics, there has been more rapid improvement and pupils’ attainment is now close to national averages. Current pupils, including those with SEND, make positive progress from their starting points.

p.4

Attendance and behaviour Needs attention

Over time, pupils have not attended school as often as they should. Whole-school attendance is below national levels and has declined over time. Rightly, leaders have strengthened their attendance procedures. They work closely with parents and carers to understand the challenges that some pupils and their families face. Leaders have a clear understanding of the barriers pupils and families face linked to attendance. They have put systems in place to reduce these. Much of leaders’ work to improve attendance is tailored to meet the specific needs of pupils whose attendance is not as positive as it should be. Leaders use highly supportive strategies to support and challenge families, so that pupils attend school more often. There is still more to do to ensure that pupils attend consistently well.

p.4

Attendance and behaviour Needs attention

The school has a culture built upon inclusion, nurture, respect, compassion and kindness. These values are evident in the positive relationships and pupils’ behaviour across the school. Routines are well established and leaders and staff have high expectations for pupils’ behaviour. Bullying is not tolerated. Pupils show genuine kindness towards each other. They are happy and well supported by caring staff. Positive and trusting relationships underpin the school's approach. Staff gently guide pupils with care to make positive choices. When pupils struggle to manage their feelings and behaviour, staff provide timely and effective support.

p.4

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

Pupils have a sense of belonging at Croftlands Junior School. It is a warm and welcoming place to learn. Pupils enter the building eager to see their friends and to get started with their learning. For some pupils, they do not attend school as often as they should. This means that they miss out on important learning and social interaction with their peers. Pupils feel safe and happy. They have positive relationships with staff, who know them well and nurture them as individuals. Staff take time to get to know pupils and their families. Pupils are able to speak to staff about their worries. They know that staff will act quickly if they have any concerns. Bullying is not tolerated and dealt with swiftly.

p.4

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

Pupils behave sensibly in lessons and during social times. They play well together and enjoy the opportunities to sing and dance at breaktimes. Pupils are caring and accepting of difference. They follow routines confidently because they know what is expected of them. Pupils are positive about the wider opportunities the school offers and talk enthusiastically about the range of clubs, activities and trips they undertake. Pupils with special educational needs and/or disabilities and disadvantaged pupils receive additional help to participate in all aspects of school life. These opportunities help pupils begin to develop the confidence they need for life in modern Britain.

p.5

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

Staff work closely with parents and carers to find out what will help pupils to feel positive about school and settle down quickly to their learning. Pupils develop the positive attitudes to learning they need to face challenges with confidence.

p.5

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

Pupils enjoy learning and talk enthusiastically about their lessons. However, some pupils do not achieve as well as they should across the curriculum. They struggle to build their knowledge securely and are not as well prepared for the next stage of their education as they should be.

p.5

Next steps

Leaders should ensure that there is a consistent and precise approach to how teachers use assessment to accurately identify and address errors and misconceptions in pupils’ work. Leaders should continue to build on their work to improve pupils’ attainment, so that pupils are better prepared for the next stage of their education. Leaders should build on the work they have done to improve persistent absence to further develop the support and challenge for pupils, who do not attend school as well as they should.

p.5

About this inspection

This school is part of Croftlands Schools Federation, which means other people in the federation also have responsibility for running the school. The federation is run by the executive headteacher, Lou Mahon, and overseen by a federated governing body, chaired by Joe Adams.

p.5

About this inspection

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

p.5

Team inspectors:

Sally Timmons, His Majesty's Inspector Alison Dickinson, Ofsted Inspector

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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?

National average: 272 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

What does this mean?

Inspectors spoke with the headteacher, the chair of governors, other governors, pupils, staff, parents and carers. Inspectors also reviewed responses to Ofsted's pupil, staff and parent surveys.

p.6

What does this mean?

The inspector confirmed the following information about the school:

p.6

What does this mean?

The school has undergone a change in leadership since the last inspection and has recently federated with another school.

p.6

What does this mean?

The school makes use of 3 registered alternative provisions.

p.6

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 6 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 needs support at the school. National average: 15%

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

average

2024/25 (final) 71% 75% Close to average

p.9

average

2023/24 (final) 71% 74% Close to average

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

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2024/25 (final) 79% 74% Close to average

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.10

mathematics

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

p.10

average

2024/25 (final) 36% 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

average

2024/25 (final) 73% 63% Close to average

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

Disadvantaged pupils reaching the expected standard in mathematics

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

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.13

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

national average

2022/23 (3 term) 5.8% 5.9% Close to average

p.13

Persistent absence

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

p.14

national average

2024/25 (3 term) 11.6% 13.0% Close to average

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 .

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.15

Urgent improvement

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

p.15