Lound Junior School

Lound Junior School

Address: Lound Side, Chapeltown, Sheffield, South Yorkshire, S35 2UT Unique reference number (URN): 139863

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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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Achievement Expected standard

Pupils access an appropriate, broad curriculum. They make progress through this at an appropriate pace. This includes pupils with special educational needs and/or disabilities. Pupils talk about their previous learning confidently. For example, they articulate how prior learning about the digestive system supports their current learning about nutrients. The school acknowledges the need to ensure that pupils secure essential facts, skills and concepts. Most pupils receive timely support to fill any gaps they may have.

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Achievement Expected standard

The majority of pupils achieve well by the time they leave Year 6. This is reflected in national tests. For those in receipt of pupil premium funding, outcomes are more mixed due to the smaller numbers of pupils within this group. Leaders are focused on ensuring those pupils with the capability to work at a higher standard fulfil their potential.

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Achievement Expected standard

The majority of pupils are well prepared for their next stage of education.

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Curriculum and teaching Expected standard

Leaders ensure that there is a sharp focus on securing pupils’ basic knowledge, particularly in reading and mathematics. They have made changes to the curriculum and how staff teach it to provide pupils with more opportunities to reinforce and practise their learning. In classrooms, staff revisit prior learning in a way that helps pupils to deepen their understanding and remember important ideas.

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Curriculum and teaching Expected standard

Pupils who require additional help with reading or mathematics receive support from well trained staff. This includes, for example, following an appropriate phonics programme.

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Curriculum and teaching Expected standard

Staff make adaptations to lessons as part of a universal offer for all pupils. Pupils have access to a range of resources which support their needs. When required, staff make more bespoke adaptations. This enables pupils to succeed, with most achieving well as a result.

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Curriculum and teaching Expected standard

Leaders carefully consider curriculum design to ensure that the mixed-age classes receive teaching that is appropriate to their age and stage. Most teachers have secure subject knowledge. They emphasise the important vocabulary that pupils need to know to access their learning successfully. Pupils use this subject-specific language when talking about their learning. Teachers generally explain new learning clearly and design activities to help pupils to gain the knowledge they need. However, this is not of a consistently high standard across all subjects and classes.

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Inclusion Expected standard

The school value of ‘be Lound and proud’ underpins its welcoming approach. Leaders endeavour to give every child a voice. Staff have a wealth of knowledge about every pupil. This helps them to establish a sense of belonging for all who attend. The school has responded well to the increasing numbers of pupils with special educational needs and/or disabilities (SEND), including those with more complex needs. It swiftly and proactively identifies where pupils may need adjustments or further support. Staff work closely with parents and carers as well as wider professionals. Leaders emphasise the importance of pupil voice, giving pupils with SEND the chance to actively contribute to the offer they receive. Teaching is closely matched to pupils’ needs. Pupils with SEND work successfully alongside their peers, quickly developing independence and the confidence to try new things.

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Inclusion Expected standard

School leaders provide appropriate additional support for those in receipt of pupil premium funding. For example, they use the funding to help close gaps in reading, as well as providing wider nurture support for those who need it. Attendance is starting to improve for this group of pupils, however leaders are aware that there is still further work to do.

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Inclusion Expected standard

A small number of pupils access alternative provision. Leaders ensure that this is appropriately matched to their needs.

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Leadership and governance Expected standard

The school is ambitious for its pupils. With support from the trust, leaders recognise its strengths and any areas that require further development. Where improvements have been identified and actions are embedded, the positive impact of leaders’ work can be seen. For example, changes to the teaching of mathematics have improved outcomes for pupils. Where actions are more recent, for example improving pupils’ attendance, it is too early to see the impact of this work.

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Leadership and governance Expected standard

Effective systems ensure that both the trust board and local school committee have a clear and accurate oversight of the school. Leaders share information and outline roles clearly so that any challenge or support is precise and relates to the priorities of the school. Those responsible for governance understand their statutory responsibilities. They check that they fulfil these through link committee members. The trust offers a range of support to the school, ensuring consistency and ambition for those who attend.

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Leadership and governance Expected standard

Staff appreciate the school’s consideration of their wellbeing and workload. They feel valued by leaders both at the school and the trust. They benefit from a professional development programme which supports with the implementation of school priorities, as well as allowing them to gain additional qualifications. Staff are involved in and appreciate trust network meetings. These enable them to share good practice and learn from one another. Staff are committed to the school and the pupils within this community.

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Leadership and governance Expected standard

Parent and carers hold the school in high regard. Leaders consider the views of wider stakeholders and act upon these.

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Personal development and wellbeing Expected standard

Pupils benefit from a broad and cohesive personal development offer across the school. Leaders carefully shape this, taking account of the school context and the pupils who attend. There is a variety of clubs available to all pupils. These are designed to increasingly build on pupils’ interests. Leaders oversee participation to ensure that all pupils have equal access to these experiences.

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Needs attention

There is a wide range of opportunities for pupils to be leaders in school. For example, they can be road safety officers, house captains, play buddies and peer mediators. This enables them to take on responsibilities and help to make improvements to their school and local community. Pupils are proud to make a difference. For example, peer mediators feel that they help to improve friendships at lunchtimes.

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Needs attention

The school has recently implemented a new personal, social and health education (PSHE) curriculum. This includes all statutory relationships and sex education content. The curriculum clearly defines the knowledge, skills and vocabulary pupils are expected to learn. Staff make adaptations so that pupils with special educational needs and/or disabilities can benefit from this curriculum. Pupils access weekly assemblies which focus on teaching broader aspects of PSHE such as the fundamental British values. While pupils demonstrate a secure understanding of these, their knowledge of other aspects of the curriculum is limited. For example, pupils learn about how their bodies are changing and understand this well, however they have less understanding of what a healthy relationship is and what consent means. Pupils’ understanding of how to keep themselves safe in the community is appropriate for their age. They describe the dangers of the local roads and railways. They

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Needs attention

confidently share their knowledge of water safety and how to stay safe online.

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Needs attention

A well-considered pastoral offer ensures those who need this additional support are quickly identified. Staff provide class, group or more individualised interventions which are both responsive to need and help to prevent any wider issues.

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Attendance and behaviour Needs attention

The attendance of pupils remains below national averages. The school works closely with families to prioritise this, however some of this work is more recent. While actions are beginning to have a positive impact for some pupils, a number of pupils, including pupils with special educational needs and/or disabilities, do not attend school regularly enough. This means that they miss important learning as well as the wider opportunities on offer. Leaders recognise the need to ensure the attendance of pupils improves.

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Attendance and behaviour Needs attention

There is a well-considered approach to managing pupils’ behaviour. Teachers establish clear routines and expectations in their classrooms. Pupils understand these. They talk about how the school rules help them to stay safe and learn well. Pupils speak positively about the rewards in place. They recognise when their peers may need additional support to manage their emotions. This help is provided by well-trained staff. Pupils know what bullying is. They acknowledge that if it does happen in school, staff will intervene and deal with it swiftly. Behaviour is calm and settled in classrooms. Pupils engage positively in their learning. They move around the school with consideration for others, holding doors open and greeting others warmly. The culture of warm, nurturing relationships between staff and pupils provides an atmosphere of respect.

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

At Lound Junior School pupils treat each other with kindness. Across the school, positive relationships between staff and pupils help to create an ethos of mutual respect. Pupils feel safe. They are confident to talk to adults about any worries or concerns. Staff are always ready to listen. Pupils know the school has high expectations of them. They rise to meet these. The calm atmosphere in classrooms enables pupils to engage and focus on their learning. Behaviour remains positive at all times of the day. Pupils actively support one another at playtimes. They say that bullying is rare at this school and records show that this is the case.

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

By the time they leave Year 6, most pupils achieve well and are ready for their next steps. They develop the confidence to talk to others, sharing their thoughts and ideas. The school’s focus on developing vocabulary enables pupils to speak in detail about their learning across different subjects.

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

Historically, pupils' attendance has not been as secure as it needs to be. The school has started work to improve this. ‘On time, in school’ is a phrase known well by the pupils. However, many pupils, including those with special educational needs and/or disabilities, do not come to school as regularly as they should. This means that they miss important learning opportunities and time with their friends.

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

Pupils enjoy the many additional opportunities that the school provides. A particular favourite are the residential visits that take place each year. Pupils excitedly explain that these are like an adventure. They recognise that these opportunities allow them to take part in activities they may not usually experience as well as helping them to develop important skills for later life.

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Next steps

Leaders should embed their work to increase pupils' attendance to bring about rapid improvements across all pupil groups. Leaders should continue to improve the implementation of the curriculum, ensuring teaching is highly effective across all classes and subjects.

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About this inspection

This school is part of Steel City Schools Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Nicola Shipman, and overseen by a board of trustees, chaired by Peter Mucklow.

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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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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 2026

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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. This inspection took place on Wednesday 9 and Thursday 10 September 2026.

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What does this mean?

Inspectors spoke with the headteacher as well as others senior leaders and staff. Representatives from the trust, including the CEO and chair of the trust board, met with the lead inspector during the inspection.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The headteacher took up her substantive post on 1 September 2026. The headteacher is also headteacher of Lound Infants School.

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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?

The school runs an after-school club for pupils from this school, and from Lound Infants School.

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What does this mean?

Headteacher: Nicola Abbott National average: 268

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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 6 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 needs support 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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average

2024/25 (final) 63% 62% Close to average

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average

2022/23 (final) 52% 60% 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) 79% 75% Close to average

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average

2023/24 (final) 78% 74% Close to average

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average

2022/23 (final) 75% 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

2024/25 (final) 77% 72% Close to average

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average

2023/24 (final) 76% 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

2024/25 (final) 75% 74% Close to average

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average

2022/23 (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) 33% 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

2023/24 (final) 67% 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) 50% 59% 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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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) 5.3% 5.2% Close to average

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national average

2022/23 (3 term) 5.7% 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

2022/23 (3 term) 18.3% 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. 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

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