Pupils enjoy their busy, happy school. They are keen to learn. One of their favourite subjects is mathematics. Pupils said ‘Flashback 4’ helps them remember and warms up their brains. They appreciate the extra help they receive when they need it. A pupil said: ‘It is like a sneaky peak to give you a head start.’ Pupils trust all adults to help them and to be fair. They are confident to use the ‘chat box’ to let adults know about any worries they may have. Pupils enjoy playtime with their friends. Pupils say that bullying rarely happens. Some pupils can be boisterous. However, pupils feel safe because teachers soon sort out any problems. Leaders want all pupils to achieve well. Pupils enjoy finding out about local heritage and far-flung places. They enjoy trips to historic sites and different places of worship. They also enjoy residential visits. Pupils remember what they learn and link it to new ideas. Pupils relish taking on roles, such as play leaders and well-being ambassadors. They told inspectors they have to apply for jobs. One pupil explained: ‘She’s a good ambassador because she is kind, calm and listens.’ What does the school do well and what does it need to do better? Leaders have improved this school. They spot and use staff expertise well. They provide effective training. All staff feel valued and know that leaders consider their well-being. All share the school vision to work together for the success and happiness of pupils. Leaders have put in place a well-planned and sequenced curriculum. This builds on from what pupils learned previously, in key stage 1. In subjects such as physical education (PE), music and Spanish, leaders have developed a strong curriculum. Planning identifies the key knowledge that pupils need to learn, from Year 3 through to the end of Year 6. Teachers appreciate clear guidance in unfamiliar subjects. Pupils get a good quality of education across a range of subjects. Subject leaders are clear about the knowledge and skills they want pupils to learn. In subjects, such as history and geography, pupils across year groups study the same topic. Older pupils encounter more sophisticated ideas. Teachers plan together, to check progress across year groups. Teachers make adaptations so all pupils can learn important knowledge. They use quizzes and reviews of what pupils know. This is helping pupils learn and remember more. However, teachers do not challenge pupils to reflect fully on what they know, to deepen their understanding. Leaders know reading is key to pupils’ future success. Pupils enjoy using the wellstocked library. They read a lot and enjoy rewards for this. Teachers read interesting books to pupils every day. Leaders have established a well-sequenced reading Inspection report: Clowne Junior School 2 and 3 November 2021 2 curriculum. Teachers use the structured ‘reading week’ well. They teach all pupils how to tackle a range of demanding texts. Pupils are confident to consider, reflect on and question what they read. Leaders have reviewed the school’s approach to helping early readers. Most pupils are confident readers when they join the school. The COVID-19 pandemic has disrupted this pattern. Leaders put in place a new phonics programme. This has helped many pupils to catch up and move on to age-related reading. Leaders have established a well-planned mathematics curriculum. Training has ensured that teachers are confident to spot and address pupils’ misconceptions. Pupils keep up and feel successful. Leaders accurately identify pupils with special educational needs and/or disabilities (SEND). They provide a wide range of appropriate support. Interventions ensure pupils are comfortable, confident and ready to learn. However, the interventions do not routinely focus on the most important knowledge pupils need to know. Leaders ensure that pupils benefit from a range of experiences. Sports opportunities are a priority, following COVID-19 interruptions. Teachers support pupils well with their health and well-being. Pupils are considerate and respectful of differences. They take part in events such as ‘Deafness Awareness Week’, for example. Governors understand their statutory duties. They are knowledgeable and ask challenging questions to hold leaders to account. They bring valuable skills to the school team. Parents and carers know their children are happy and safe. They trust the approachable, caring staff. They appreciate the support they received during recent lockdowns.