Other · Ofsted report

Brookland Junior School

Inspected — · published 14 Jan 2003 · URN 101262

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Summary

No overall grade in this framework

Brian Oppenheim

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Brian Oppenheim
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101262

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Full report text

BROOKLAND JUNIOR SCHOOL

Dates of inspection: 30 September -1 October 2002

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BROOKLAND JUNIOR SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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BROOKLAND JUNIOR SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Brookland Junior School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Hill Top Hampstead Garden Suburb LONDON Postcode: NW11 6EJ

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 19 -23 January 1998 Brookland Junior School - 4

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Team members

1718 Kay Charlton Registered inspector 9502 Rosalind Hall Lay inspector 11590 Frances Forrester Team inspector 2686 Brian Oppenheim Team inspector

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Team members

ICP 360 Lee Valley Technopark Ashley Road N17 9LN

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Brookland Junior School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

Brookland Junior School is a community school for girls and boys aged 7-11. It is situated in Hampstead Garden Suburb in London and almost all of the housing in its catchment is owner- occupied. The number of pupils attending the school has increased in recent years and at present there are 361 pupils on roll. The percentage of pupils in receipt of free school meals is well below the national average. The percentage of pupils identified as having special educational needs is close to the national average as is the percentage of pupils with statements of special educational needs. There are many ethnic groups in the school and an above average number of pupils speak English as an additional language (12 per cent). There are three classes in each year group with 30 pupils per class.

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INFORMATION ABOUT THE SCHOOL

The great majority of pupils have attended Brookland Infant School prior to entry to the junior school. Their attainment on entry is wide-ranging, but it is overall above average. At age 11 the pupils move to a wide range of secondary schools.

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HOW GOOD THE SCHOOL IS

Brookland Junior School is a very good school. Very good teaching results in pupils achieving very well and attaining very high standards by Year 6. The headteacher, actively supported by senior staff and governors, is very effective and has continued to move the school forward at a time when there has been a high level of staff turnover. The school provides very good value for money.

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What the school does well

• Pupils achieve very well in English, mathematics and science and attain standards which are well above the national average by Year 6. • Pupils’ attitudes to school are excellent, they behave very well, form very good relationships and their personal development is very effective. • The quality of teaching is very good. There is a strong team of staff who work together well. • Both the leadership and management provided by the headteacher, senior staff and governors are very good. The procedures for checking the school’s effectiveness and then ensuring that improvements take place are very effective. • The school provides very good learning opportunities and fully promotes inclusion for all.

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What could be improved

• Pupils’ achievements in information and communication technology (ICT). • The partnership with parents. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Overall, the school has made good progress since the last inspection in 1998. Pupils continue to attain very well in the National Curriculum tests in Year 6 and the percentage of pupils attaining the higher level (Level 5) has increased. The quality of teaching has improved and there is now no unsatisfactory teaching. Schemes of work and assessment procedures have improved and these effectively support teachers in their work. Procedures for monitoring the progress pupils make have improved and are now very good. Pupils’ spiritual development was judged to be satisfactory at the last inspection and this is now very good. The school’s provision for ICT has improved significantly but there is still more to do in this area. Brookland Junior School - 7

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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STANDARDS

Performance in: All schools similar schools Key

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STANDARDS

English A A* A A well above average above average A B Mathematics A* A* A* A* average below average C D Science B A A B well below average E

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STANDARDS

The 2001 results are published since the 2002 results are not yet validated.

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STANDARDS

The school’s results in the National Curriculum tests taken by pupils at the end of Year 6 in 2001 were well above the national average in English and science. They were in the highest 5% of schools nationally in mathematics. The results in English and mathematics compare very well with similar schools. In science, they are above those normally seen in similar schools.

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STANDARDS

After analysing these results the school targeted its efforts at improving science and also in raising the number gaining Level 5 in writing. The 2002 results reflect this emphasis and in both of these subjects there has been improvement from 2001. Overall, since the last inspection the school has met its targets and has matched the national trend of improvement even though standards were high at that time.

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STANDARDS

The inspection findings confirm that in English, mathematics and science, pupils of all abilities and backgrounds are achieving very well. Pupils with special educational needs, those who have been identified as high-attainers, and those who speak English as an additional language, are all supported very well so that they achieve of their best.

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Aspect Comment

Attitudes to the school Excellent. Pupils enjoy school and they are very keen to attend. They are proud of their school, very motivated in lessons and maintain very high levels of concentration. Behaviour, in and out of classrooms Pupils are very well behaved. They appreciate the difference between right and wrong, and the school is a very orderly community. Personal development and relationships Very good. Pupils show increasing levels of maturity and responsibility as they move through the school. They are very supportive of each other. Attendance In line with the national average. The school is working hard to raise awareness of the importance of taking family holidays outside term time. Brookland Junior School - 8

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Teaching of pupils in: Years 3 – 6

Quality of teaching Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils in: Years 3 – 6

The overall quality of teaching is very good and this leads to very good learning. The core subjects of English, mathematics and science are invariably taught very well, with the National Literacy and Numeracy Strategies being adapted very successfully to meet the needs of the pupils. The way in which the staff plan together as year teams, under the guidance of a year leader, ensures that there is a very systematic approach to developing pupils’ skills over time. Staff, teachers and support staff, are very enthusiastic about their work and this has a very positive effect on the pupils who say that ‘staff make every effort to make learning fun’. Teachers have high expectations of pupils and they talk openly about the ways in which pupils might improve their work. There is often reference to the targets that individual pupils have been set and teachers’ marking is used very well to highlight aspects of the pupils’ work that should be better. In turn, pupils respond very positively to

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Teaching of pupils in: Years 3 – 6

this level of challenge and individual attention. Throughout the school, staff pay great attention to the wide range of needs in classes. There is a significant level of extension work for the higher- attainers and effective, focused support for those who have special educational needs or who speak English as an additional language.

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Teaching of pupils in: Years 3 – 6

Where teaching was judged to be satisfactory or good rather than very good or excellent, this tended to be in the teaching of ICT, the area that the school has highlighted as a key priority for development.

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Aspect Comment

The quality and range of the curriculum Very good. A particularly wide range of well-thought out learning experiences are provided for pupils.

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Aspect Comment

Provision for pupils with special educational needs Very good. The school has a clear commitment to including all pupils. The programmes for pupils with special educational needs are very well organised and very effective.

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Aspect Comment

Provision for pupils with English as an additional language Very good. Support is given to help pupils to make progress in all aspects of their work.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. An established code promotes respect and consideration amongst pupils. Pupils gain very good awareness of their own beliefs and the beliefs of others. They are given a wide range of cultural opportunities.

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Aspect Comment

How well the school cares for its pupils There are effective procedures for ensuring pupils’ welfare and safety. Brookland Junior School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher, ably supported by senior staff, leads the school very effectively. Together they support staff who are new to the school very well indeed.

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Aspect Comment

How well the governors fulfil their responsibilities Governors carry out their duties very well. They have a very good understanding of the school’s strengths and areas for improvement.

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Aspect Comment

The school’s evaluation of its performance Very good. There are clear systems to ensure that areas for improvement are highlighted and effective action is taken when needed.

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Aspect Comment

The strategic use of resources Very good. Comparisons in performance are made with school’s in similar circumstances. The school works to the principles of best value.

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What pleases parents most What parents would like to see improved

• Children like school • Children make good progress • Behaviour is good • Teaching is good • Parents feel comfortable approaching the school • The school is helping children become mature • The amount of homework • The information for parents about how their child is getting on • The working relationships with themselves • The overall leadership and management • The range of activities outside lessons • A few had concerns about bullying

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What pleases parents most What parents would like to see improved

The inspection fully endorses the parents’ positive views of the school. The inspection findings show that homework is in line with national recommendations and fully supports work undertaken in lessons. The information provided for parents is good. The overall leadership and management is very good and the school provides a very wide range of activities outside of lessons. There was no evidence of bullying during the inspection and the school’s procedures to deal with any cases that should occur are appropriate. Overall, there is a good working partnership with parents but improvements can be made in this area. Brookland Junior School - 10

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Pupils achieve very well in English, mathematics and science and attain well above

1. In the last few years the standards attained by pupils at the end of Year 6 in the National Curriculum tests have invariably been well above average in English, mathematics and science. They are often in the highest five per cent of schools in the country notably in mathematics. This represents very good achievement overall. The inspection findings confirm this picture.

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Pupils achieve very well in English, mathematics and science and attain well above

2. Speaking and listening are particular strengths. Pupils are generally very articulate and by Year 6 are able to explain for example what makes for an informed debate. They make points such as ‘taking account of others’ points of view,’ ‘planning my arguments ahead’, ‘knowing my arguments are well-considered’ and ‘listening to others’. In Year 6 lessons, pupils were very effectively putting these into practice when making informed judgements about the use of mobile phones. They were also good at explaining why certain aspects of their debate had not been as successful as they might have been. Pupils are given a wide range of opportunities to perform in front of an audience, this may be in front of the class, a group or the whole school, and they rise to this challenge very well indeed showing high levels of confidence. Many refer to the success of the Midsummer Night’s Dream performance by the Year 6 pupils who have just left the school as a

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Pupils achieve very well in English, mathematics and science and attain well above

3. The standard of reading is very high by Year 6. Almost all pupils read clearly, confidently, fluently and accurately with very good expression and understanding. They enjoy reading, find books interesting and are confident about how to find out information from books. Most make very informed comments about their preferences in reading, referring to particular authors and some of the techniques they use to make books interesting.

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Pupils achieve very well in English, mathematics and science and attain well above

4. Raising of standards of pupils’ writing has been a school priority and the work seen was of a very high standard. Pupils appropriately write for a wide range of purposes and audiences and show clear understanding about the ways in which they need to adapt their work; for example by using persuasive language, the present tense or the impersonal voice. Their written work is very well presented and shows a keen appreciation of the importance of choosing vocabulary that grabs the attention of the reader. One pupil did this very successfully when she wrote the following about a girl called Molly entering Mrs Johnson’s class for the first time. ‘After a fierce greeting from the teacher Molly entered the warm classroom trying desperately to be as bold as an elephant but instead she felt like a mouse’.

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Pupils achieve very well in English, mathematics and science and attain well above

5. Pupils achieve very well in mathematics and attain very high standards. They show particularly quick response in mental agility work and can explain the ways in which they solve mathematical problems very well. Pupils often work together on problems and in this way spur each other on in their learning; for example in a Year 6 lesson where pupils were reducing fractions to their simplest form there was a lot of ‘quick fire’ debate amongst small groups of pupils. When asked about this way of working the pupils said that ‘our teacher is flexible about the way we work and anyway it is much more fun to work like this. We learn more’.

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Pupils achieve very well in English, mathematics and science and attain well above

6. The school has worked hard to improve standards in science and they are now as good as those attained in English and mathematics. A scrutiny of pupils’ work and discussions with pupils show that they do a lot of experiments and they enjoy science. There is a high focus on investigative work and problem solving. Pupils set out their predictions clearly and systematically test them and take readings. They present outcomes well in tables, diagrams and graphs, accompanied by suitable analyses and conclusions. They can describe the importance of undertaking a ‘fair test’ and checking their results out more than once, for example when changing different components in an electric circuit and noticing the effect of these changes. Brookland Junior School - 11

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Pupils’ attitudes to school are excellent, they behave very well, form very good

relationships and their personal development is very effective.

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Pupils’ attitudes to school are excellent, they behave very well, form very good

7. Pupils enjoy coming to school and they expect to work hard and do their best, a view supported strongly by parents in their questionnaire returns and at the parents’ meeting. Pupils are proud of their school. When asked why anyone might wish to send their child to this school they make comments, very similar to those set out in the new school prospectus, such as ‘We have a lot of very good things here’; ‘Golden Minutes are good, these are for when you do well’; ‘Our swimming pool is excellent’; ‘We have very good clubs’; ‘We did very well in the national chess championship’; ‘All the teachers are really cheerful’; ‘Every year I have become more confident’; ‘You feel better about yourself’ and ‘It’s great here’.

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Pupils’ attitudes to school are excellent, they behave very well, form very good

8. Behaviour is very good. Throughout the day, pupils move around the school calmly and purposefully. The school’s behaviour policy is working well and pupils are clear about the way they should behave, self-discipline is of a high order and behaviour in lessons is very good. Pupils are polite, courteous and respectful to adults and to each other. They value the relationships they have established in school and are very supportive of one another. They are keen to celebrate and praise each other’s successes. The ‘buddy system’ whereby a pupil from Year 6 looks after a pupil from Year 3 helps to create a friendly ethos as soon as new pupils arrive. The newly established ‘friendship seat’ is working well at break times to ensure that anyone who is feeling lonely is befriended.

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Pupils’ attitudes to school are excellent, they behave very well, form very good

9. Pupils’ personal development is very effective. They develop a good sense of maturity and a clear understanding about the importance of a healthy lifestyle and the dangers of drugs and alcohol. They take on increasing responsibility and all pupils have the opportunity to become a prefect or a monitor. Various tasks are allotted to each year group. For example, Year 5 pupils are overseeing the giving out and collecting in of lunch-time play equipment and they are doing this very diligently. The School Council is an active group who take their responsibilities very seriously; for instance they arrive at meetings ready to present their point of view drawing on ideas that they have jotted down from their classmates. They share their opinions sensibly and work towards a consensus in their meetings, as was seen when they were discussing the forthcoming poster competition about litter. The have a significant influence in important decisions, for example in

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well

10. Teaching is very good and a strength of the school. All staff in the school, including the support staff, contribute well to the good quality teaching and make up a strong team. Good use is made of their individual strengths. Lessons are very well planned and this ensures that, taken overall, the needs of pupils of all ages, abilities and those who speak English as an additional language are met and pupils make very good progress. For example, a particularly good level of support is given to pupils who have been identified as having special educational needs. This works very well throughout the school and helps to ensure that these pupils achieve the targets set out in their individual education plans. In all classes, teachers set work which is effectively matched to the pupils’ level of understanding and pay particular attention to challenging those pupils who attain highly.

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well

11. A very noticeable feature of the teaching is the enthusiasm shown by staff for the work and this helps to inspire pupils in their learning. Teachers have high expectations of pupils and place a strong emphasis on the need for pupils to constantly improve their work. Often there is reference to the targets that individual pupils have been set and this reminds the pupils concerned about issues such as the need to improve their spelling and presentation. Teachers’ marking is used very well to highlight aspects of the pupils’ work that should be better. In turn, pupils respond very positively to this level of challenge and individual attention. Brookland Junior School - 12 12. Overall, teaching of English is very good and sometimes outstanding. Teachers have very good understanding of the most effective ways to teach literacy and they are successful in supporting pupils to develop skills in this area. For example, in a Year 4 lesson when the distinctive

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well

features of writing stage directions were brought out extremely well since the teacher used a wide range of teaching strategies including making use of an inter-active whiteboard. Across the school, teachers explain to pupils what is to be learned, giving a clear focus to the lesson and making their expectations clear. Lessons are usually concluded with an effective plenary to assess learning, tackle any difficulties encountered and celebrate pupils’ successes. Teachers use class and group discussions very well to extend pupils’ skills in speaking and listening. Teachers regularly encourage pupils to explain their thinking. Particularly good use is made of the wide range of out-of- school activities to support the work undertaken in English. This is seen in the quality of writing undertaken by Year 6 after their visit to Whitby in Summer 2002.

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well

13. The quality of teaching in mathematics is very good. Lessons start off with oral and mental starters which are conducted at a very quick pace and pupils rise to meet this challenge. For example, in a Year 3 lesson when pupils were adding and subtracting numbers at a very brisk pace. Particularly good use is made of technical vocabulary and the constant pursuit of explanations helps significantly to improve pupils’ understanding. Pupils respond very well to the tasks set and are keen to complete their tasks. Time limits are set for activities and these help to instil a sense of urgency. In a Year 6 lesson, the teacher probed pupils’ understanding of fractions very well indeed as they worked practically with apples and buns. In this lesson the teacher showed keen appreciation of the needs of the group and their individual targets and integrated these well into the lesson plan.

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well

14. Science teaching is very good overall with a high focus given to practical work and to the development of pupils’ skills in scientific investigation. Teachers plan interesting activities that make pupils enthusiastic about science. Planning is carefully thought out so that questioning and tasks are matched to pupils’ different abilities. This ensures that every pupil has the opportunity to make progress at their own rate, building up their knowledge and understanding in science. Learning is also very effective because teachers carefully establish how much pupils have remembered from earlier lessons and ensure that pupils understand the scientific vocabulary they will be using.

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well

15. In the few lessons where teaching was satisfactory or good rather than very good this tended to be in ICT. In this subject, pupils’ thinking is not challenged in the same way as in other subjects. The school has the further development of ICT as high priority on its school improvement plan.

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are very good. Their procedures for checking the school’s effectiveness and then

ensuring that improvements take place are very effective.

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are very good. Their procedures for checking the school’s effectiveness and then

16. The headteacher provides a very clear educational vision for the school which focuses on pupils achieving highly as well as them becoming independent, confident learners who value and respect the needs of others. There is a strong belief that the school should work with everyone in the community. Along with the governors and senior team, the headteacher has taken the school forward at a time when there has been a high turnover of staff. This has been possible because of the clarity of purpose but also because the school gives high priority to staff development and support. A particularly good example of this commitment is evident in the way the school makes use of the skills of a senior member of staff as a mentor for newer teachers. The school has just been awarded the Investors in People award for its work in recognising the strengths of all of its staff and for the ways in which it helps to improve their skills.

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are very good. Their procedures for checking the school’s effectiveness and then

17. The delegation of responsibilities is very effective and contributes well to the school’s systems for checking its effectiveness. Senior staff have a particularly good range of skills and take responsibility for key areas, such as special educational needs. Along with the headteacher they Brookland Junior School - 13 ensure that there are very good systems of internal communication. Subject and year group leaders support the senior team very well and enable them to gain a thorough overview of the way subjects, particularly English, mathematics and science, are taught and also how well pupils are achieving. Staff are conscientious and rigorous in their approach and from a detailed analysis of information, particularly assessment data, they set challenging targets for pupils’ performance, regularly monitoring progress and resolving any issues that may arise. Subject staff produce an annual action plan that feeds directly into the school improvement plan. The success of this

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are very good. Their procedures for checking the school’s effectiveness and then

corporate management style is evident in the continued improvement of the school.

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are very good. Their procedures for checking the school’s effectiveness and then

18. The governing body, with its valuable range of expertise, is committed to ensuring the highest quality of education for all pupils. Governors work very closely with the headteacher to achieve this objective. Their meetings are conducted efficiently and effectively and governors ensure that all statutory responsibilities are met. They have drawn up a monitoring programme to review the effectiveness of the school in a systematic way. This works well and governors are very clear about what has been achieved to date but also where further development is still needed.

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are very good. Their procedures for checking the school’s effectiveness and then

19. There are clear links between the school’s rigorous monitoring and checking procedures, the feedback given and the highlighted ways forward. There is an openness in the school about these processes based on a belief that everyone wants the best for the children. Staff feel very positive about the school’s performance management arrangements and say that ‘they feel valued’.

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are very good. Their procedures for checking the school’s effectiveness and then

The school provides very good learning opportunities and fully promotes inclusion for all.

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are very good. Their procedures for checking the school’s effectiveness and then

20. There is a wide range of well thought out learning experiences and the school is a fully inclusive community. There is a well-balanced programme covering all subjects of the National Curriculum and religious education (RE). The school also includes a short course in French later in Year 6 as well as swimming in all year groups.

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are very good. Their procedures for checking the school’s effectiveness and then

21. The provision for the development of pupils’ spiritual, moral, social and cultural development is very good and the school is particularly successful in helping pupils learn about a wide range of cultures and religions. Pupils say that they feel that it is one of the strengths of the school that ‘we work and play at Brookland with kids from all parts of the world'. During the inspection very effective assemblies helped to widen pupils’ understanding, for example, when a parent of Ghanaian origin sang negro spiritual songs and when a member of staff from South Africa explained what it had been like for her living there as a child. Pupils are proud of being able to speak a language other than English and are keen to demonstrate their skills. Displays in the school hall about ‘Black History Week’ include prayers for family members, many of which are presented in dual languages.

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are very good. Their procedures for checking the school’s effectiveness and then

22. The school provides for pupils with a wide range of different needs. Through the use of different groupings and setting arrangements, along with teaching that takes account of the levels of understanding of individual pupils, the school is successful in including all in lessons. Pupils with special educational needs are considered to be important members of the school community and are respected by others. One pupil commented that he thought the fact that the school has bothered to put in ramps for disabled children and had bought special equipment to get you in and out of the swimming pool is very good. The school also is effective in ensuring pupils enjoy each other’s high achievements in curriculum subjects or other areas, such as the local football league.

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are very good. Their procedures for checking the school’s effectiveness and then

23. The range of out-of-school activities is much better than is usually seen and virtually all pupils take part in at least one after-school club. Visits of all kinds are organised, usually one per term in each year group. Pupils are often involved in planning and organising these events as well as in taking part. A wide range of visitors come to school to extend experiences for all pupils; for example, African dancers, Indian musicians, the local police officer and a survivor of the holocaust have visited in the recent past. The school is also very positive about giving all pupils the chance to excel in school performances. For this reason, two different casts both drawn from pupils in Year 6 presented the school’s version of Midsummer Night’s Dream. This meant that there was a particularly good level of involvement from all. Brookland Junior School - 14 24. Community links effectively extend the learning of all pupils. Particularly successful events

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are very good. Their procedures for checking the school’s effectiveness and then

have been the Jubilee day when parents and pupils from the Infant School joined with the Junior School in a range of exciting activities. The visit to the local old people’s home and also the work with the Local Agenda 21 partnership in tree planting were also noticeable events in the school’s calendar.

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Pupils’ achievements in ICT

25. The school has appropriately highlighted ICT as a continuing priority for future development. By the end of Year 6, pupils attain average standards in most aspects of the subject but few attain the higher levels. Over time, pupils’ skills have not been developed on a sufficiently systematic basis. They are now making generally good progress but can still achieve more. The school was in one of the later phases to receive the National Grid for Learning grant that has helped schools to upgrade their equipment and also provided extra training for staff. The computer suite is now adequate overall. However, at those times when it is being used by a full class, it is very cramped.

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Pupils’ achievements in ICT

26. By Year 6, pupils are able to use the computer to present information, exchange information and ideas with others in a variety of ways, including through the use of e-mail and the Internet. They use word processing packages and databases and spreadsheets effectively and undertake some work on monitoring and control. Nevertheless, more can be achieved.

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Pupils’ achievements in ICT

27. Teaching is now often good. There are occasions where it is only satisfactory since staff do not feel fully confident to challenge pupils’ thinking in this subject and occasionally the quality of teaching is affected by technical problems with the computers in the ICT suite. Staff are using ICT to support work in other curriculum areas, for example some good work was seen in using ICT to support work in English. However, the use of ICT across the curriculum is not developed to its full extent. Throughout the school, pupils talk about the activities they undertake with enthusiasm, and all say they enjoy using the computers. Pupils are also encouraged to work independently, and they invariably concentrate and work productively, even when not closely supervised by an adult.

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Pupils’ achievements in ICT

28. The school has recently taken on the services of a technician from the neighbouring secondary school to help with technical issues. There is a suitable action plan to help take the subject forward.

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The partnership with parents

29. Overall, the partnership with parents is good but this is not as good as other aspects of the work of the school. The vast majority of parents hold the school in high regard but a significant minority do not. They express concerns and clearly do not have full confidence in the school. Although these concerns are in the main unfounded, for example about the overall leadership and management, the school is aware that a more proactive approach to celebrating its many achievements alongside a more systematic approach to monitoring parents’ views might help to dispel their worries.

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The partnership with parents

30. With this in mind, the school has recently revised its prospectus and this is now very good. It has consulted widely on issues such as the revision of the school’s behaviour management policy. It is in the process of setting up a school web-site, introducing informal meetings for parents in year groups to supplement the formal consultation evenings, setting up governors’ surgeries and also instigating a ‘suggestion box’ for parents. The inspection confirms that these are important next steps along with the proposed system of monitoring to check on any issues about which the parents may be concerned so that it is possible to deal with these at an early stage and in an open way. Brookland Junior School - 15 Brookland Junior School - 16

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The numbers in brackets after each key issue indicate the paragraphs in which the weaknesses are discussed.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

To further improve the very good quality of education offered, the headteacher, senior staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1. Improve pupils’ achievements in ICT by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

§ developing the school’s provision; § ensuring that all staff have sufficient confidence in all aspects of the subject to challenge pupils in their thinking; § ensuring that ICT is used to its full extent across all subjects of the curriculum.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2. Improve the partnership with parents by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

§ introducing a more proactive approach to celebrating the school’s many achievements; § introducing a more systematic approach to monitor parents’ views.

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