Shaftesbury Junior School

Shaftesbury Junior School

Address: Latimer Street, Shaftesbury Junior School, Leicester, Leicestershire, LE3 0QE Unique reference number (URN): 120026

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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 Strong standard

Leaders have established a culture where attendance is valued and promoted effectively. Attendance is above national figures, including for different groups of pupils. Leaders monitor attendance carefully and take prompt action when concerns arise. Their close work with pupils and families to reduce persistent absence leads to demonstrable improvements for pupils whose attendance has previously been low. Attendance procedures are robust and include a strong focus on safeguarding vulnerable pupils.

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Attendance and behaviour Strong standard

Pupils behave especially well. They are courteous, respectful and considerate towards others. Behaviour in lessons, around the school and during social times is calm and orderly. In the classroom, pupils show positive attitudes, allowing teachers to focus on teaching and pupils to focus on learning. Disruption to learning is rare.

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Attendance and behaviour Strong standard

Bullying is uncommon and pupils are confident that staff deal with concerns effectively when they arise. Leaders also respond appropriately to incidents involving discriminatory language or behaviour. These incidents are infrequent and are managed carefully through a combination of appropriate consequences, restorative work and engagement with families. As a result, repeat incidents are rare.

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Attendance and behaviour Strong standard

The positive relationships between pupils and staff contribute to a learning environment where pupils feel safe, supported and ready to succeed.

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Achievement Expected standard

Many pupils at this school have experienced disruption to their education before joining. A significant number arrive during the academic year, including pupils who are newly arrived in the country and some with little or no previous experience of formal education. The school's high level of pupil mobility means that published outcomes do not fully represent the achievements of the current cohort. Despite this, pupils make positive progress from their individual starting points. The longer pupils attend the school, the more they benefit from the curriculum and the better they achieve academically. Pupils without the interruptions to their education typically attain the standards expected for their age and are prepared well for the next stage of their education. They develop their knowledge and understanding securely across subjects, which is reflected in the quality of the work they produce over time.

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Achievement Expected standard

Pupils secure the important skills of phonics, handwriting, spelling and mathematics. Staff identify gaps in learning promptly and provide effective support to address them. Disadvantaged pupils achieve well. In 2025, their attainment in national assessments was in line with that of disadvantaged pupils nationally. Differences in attainment are reducing over time. Pupils with special educational needs and/or disabilities make appropriate progress from their starting points and access the curriculum successfully.

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Curriculum and teaching Expected standard

Pupils study a curriculum that sets out clearly what they should learn in each subject. Learning is sequenced carefully so that pupils build on prior knowledge and develop their understanding over time. Leaders focus on ensuring that pupils secure the essential knowledge and skills they need in reading, writing and mathematics. As a result, pupils develop increasingly secure foundations that support their learning across the curriculum.

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Curriculum and teaching Expected standard

Generally, teachers explain new learning clearly and use modelling and questioning effectively to support pupils' understanding. Lessons are purposeful, and pupils typically understand what they are learning and why it is important. Teachers provide timely support when needed, helping pupils to develop confidence and deepen their understanding.

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Curriculum and teaching Expected standard

Leaders ensure that all pupils can access the curriculum successfully. Teachers adapt learning appropriately for pupils with special educational needs and/or disabilities, pupils who are disadvantaged and those who are new to learning English. This enables these pupils to learn alongside their peers and participate fully in classroom activities. Relationships in classrooms are positive and pupils engage well with their learning.

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Curriculum and teaching Expected standard

Pupils typically develop secure knowledge and skills across the curriculum. However, the extent to which they demonstrate deeper understanding and apply their learning independently is not consistent across all subjects and year groups.

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Inclusion Expected standard

Leaders have established effective systems to identify, assess and meet the needs of pupils who may face barriers to learning, attendance, participation or wellbeing. Staff understand these processes well and use them consistently to ensure that pupils receive timely support. This includes pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils, pupils who speak English as an additional language (EAL), and pupils who are known or previously known to social care. Staff spot pupils with SEND who require support promptly. These pupils generally make positive progress from their starting points. Leaders work effectively with external agencies and families to support pupils with complex needs.

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Inclusion Expected standard

The school's provision for pupils who speak EAL is particularly robust. These pupils benefit from targeted induction support that helps them gain confidence, access the curriculum successfully and participate in school life fully. As a result, many of these pupils achieve outcomes similar to their peers over time.

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Inclusion Expected standard

Leaders use additional funding thoughtfully to identify and overcome barriers to learning. Funding is allocated effectively to support attendance, engagement, enrichment opportunities and academic achievement. Disadvantaged pupils benefit from targeted interventions and broader pastoral support. These pupils often achieve in line with, or better than, their non-disadvantaged peers.

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Leadership and governance Expected standard

Leaders have established a positive and inclusive culture that supports pupils' progress, wellbeing and personal development. Leaders have a clear understanding of the school's strengths and priorities and are committed to continual improvement. Staff share leaders' ambitions for pupils and work collaboratively to secure positive experiences across the school community.

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Leadership and governance Expected standard

Governors know the school well. They provide appropriate support and challenge across their areas of responsibility. On the whole, governors maintain an informed overview of the school's work and priorities.

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Leadership and governance Expected standard

Leaders use additional funding thoughtfully and review its impact carefully. As a result, disadvantaged pupils benefit from support that helps them attend often, engage fully in school life and achieve well.

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Leadership and governance Expected standard

Staff speak positively about the school's leadership and value the consideration given to their workload and wellbeing. Leaders have established approaches that support staff's welfare while maintaining high expectations. Professional learning is prioritised, helping staff to develop their knowledge and expertise and contributing to a shared understanding of the school's priorities.

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Leadership and governance Expected standard

Parents who shared their views are overwhelmingly positive about the school and the support it provides for their children. One comment, typical of many, stated, 'The school is wonderful with a very caring and supportive environment. The teachers and staff are friendly, dedicated, and always willing to help.' The school also maintains constructive relationships with external agencies and the wider community to support pupils' learning and wellbeing.

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Leadership and governance Expected standard

Leaders and governors have established systems to monitor the quality of the school's work. These processes provide an accurate understanding of many aspects of provision. However, evaluation and monitoring are less sharply focused on the impact of curriculum implementation and teaching on pupils' achievement.

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Personal development and wellbeing Expected standard

Leaders have established an inclusive approach to pupils' personal development and wellbeing. They ensure that pupils' wider development is given appropriate priority and that opportunities to develop pupils' confidence, resilience and responsible attitudes are woven throughout school life.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe and healthy. They develop an age-appropriate understanding of healthy relationships, physical and mental wellbeing, and online safety. Pupils know who to turn to if they have concerns and are confident that staff will listen and provide support when needed.

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Personal development and wellbeing Expected standard

The school makes effective use of local contextual information to ensure that pupils are well prepared for life in their community. For example, pupils learn about road safety and the risks and consequences associated with knife crime. As a result, pupils develop a realistic understanding of issues that may affect their safety and wellbeing beyond school and are well equipped to make informed decisions.

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Personal development and wellbeing Expected standard

Pupils' social, moral, spiritual and cultural development is supported effectively through the curriculum and wider school experiences. Pupils learn about different viewpoints and experiences and show respect for others. They understand the importance of fairness, responsibility and contributing positively to their community.

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Personal development and wellbeing Expected standard

Leaders promote important British values effectively. Pupils are given meaningful opportunities to participate in democratic processes and understand how their views can influence decisions. For example, pupils recently voted to elect their school council representatives, helping them to understand democracy in practice and the importance of having a voice in their community.

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Personal development and wellbeing Expected standard

Leaders provide effective pastoral support and work closely with families and external agencies when additional help is required. Pupils who experience social, emotional or behavioural difficulties are given the help they need to participate fully in school life and engage with learning. As a result, pupils feel safe, valued and included. They are well prepared for the next stage of their education and develop the personal qualities needed to thrive in school and beyond.

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

Pupils are happy, safe and valued members of this school community. They enjoy coming to school and speak positively about the support they receive from staff, who know them well and care about their welfare. Pupils say that they feel safe and know who to turn to if they have any concerns. They learn how to keep themselves safe, including online and in the local community. Pupils understand risks they may encounter and know how to seek help when needed.

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

Pupils benefit from a calm, orderly environment where positive relationships help them to succeed. In lessons and around the school, they behave well and show respect towards others. Bullying is rare. When concerns do arise, pupils are confident that staff deal with them effectively. As a result, pupils attend well and develop a sense of belonging.

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

Pupils enjoy learning and participate positively in lessons. They learn a broad curriculum that helps them gain knowledge and develop important skills across a range of subjects. Teachers support pupils effectively, including those pupils who are new to learning English, disadvantaged pupils and those with special educational needs and/or disabilities. As a result, pupils engage well in learning and achieve increasingly well from their starting points. Although not all pupils attain the standards seen nationally by the end of key stage 2, attainment gaps are closing over time and pupils make secure progress through the curriculum.

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

Pupils enjoy a wide range of experiences that broaden their horizons. They learn about different cultures, faiths and family structures, and develop a strong understanding of equality, inclusion and respect. Pupils speak knowledgeably about fundamental British values and understand the importance of treating others fairly. Through activities such as the

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Team inspectors:

Joanne Ward, Ofsted Inspector Stephen Long, Ofsted Inspector school council and charitable fundraising, pupils make a positive contribution to the life of the school and the wider community. These opportunities help pupils develop confidence, responsibility and resilience, preparing them well for the next stage of their education.

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Next steps

Leaders should continue to refine the quality of learning experiences across the curriculum so that pupils can demonstrate the full breadth and depth of their knowledge and skills, resulting in stronger attainment outcomes, particularly at the end of key stage 2. Those responsible for governance should strengthen their processes to monitor and quality assure all aspects of the provision, including their statutory responsibilities, curriculum implementation and pupil achievement, and use this information to provide effective challenge and support to secure continuous improvement. Leaders should continue to improve the precision of monitoring, evaluation and feedback so that support, training and accountability can be targeted to the staff and phases where they are most needed.

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About this inspection

The chair of the board of governors in this school is Chirag Parmar.

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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

This inspection took place on 8 and 9 September 2026.

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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, other school leaders, staff and pupils during the inspection. They also spoke with representatives of the local authority and of the local governing board.

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About this inspection

The school currently uses no alternative provision.

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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 8 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.

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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. National average: 26.5%

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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.

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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) 58% 62% 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) 74% 75% 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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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) 81% 74% Close to average

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average

2023/24 (final) 68% 73% 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

2024/25 (final) 48% 47% Close to average

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average

2022/23 (final) 54% 44% 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) 62% 63% Close to average

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average

2023/24 (final) 74% 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) 52% 59% Close to average

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average

2023/24 (final) 68% 58% Close to average

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average

2022/23 (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

2022/23 (final) 69% 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

2023/24 (3 term) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 6.2% 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

2023/24 (3 term) 11.2% 14.6% Close to average

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national average

2022/23 (3 term) 16.2% 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

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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