Altofts Junior Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school and are proud to attend each day. They feel happy and secure in the kind and caring school environment.

Pupils appreciate the differences they have and the support they receive from staff to learn new things.

Behaviour in school is calm and purposeful. Pupils rise to the high expectations that staff have for them.

Pupils have positive attitudes to learning in their lessons. They listen well and treat each other with respect. Pupils move around the school courteously and play well together in the playground.

The curriculum is rich and engaging. It is designed carefully to inspire pupils and support their learning across a... broad range of subjects. Pupils live up to the high expectations of staff and achieve well.

Older pupils are well prepared for their transition to secondary school.

Pupils take on a range of responsibilities, such as those of house captains, well-being warriors and members of the junior leadership team. These opportunities help pupils build their leadership skills.

Pupils are pleased with the positive impact their work has on the school community. As a result, pupils leave the school as confident and thoughtful young people.

What does the school do well and what does it need to do better?

The school has designed an ambitious curriculum.

It is carefully sequenced so that pupils' knowledge builds step by step through the years. Teachers present learning clearly. They use their secure subject knowledge to build effectively on pupils' prior understanding, particularly in English and mathematics.

Pupils discuss their learning enthusiastically with each other. There is a focus on developing and extending pupils' vocabulary. Consequently, pupils can recall and talk about important information.

Reading is at the heart of the curriculum. Staff choose texts to enable pupils to develop awareness of other cultures and to support the wider curriculum. Pupils who fall behind with reading have targeted support.

This helps them to catch up quickly. Pupils enjoy reading and the variety of books they have to choose from. By the time pupils leave school, they have read a wide range of literature.

The school checks pupils' learning regularly. Typically, these checks ensure teachers address any gaps or misconceptions in pupils' learning. However, beyond English and mathematics, the school does not check pupils' understanding well enough.

Some pupils who need extra help are not supported as well as they could be to deepen their understanding. As a result, these pupils do not always make the progress they are capable of in some subjects.

Relationships between pupils and staff are positive and respectful.

Pupils behave well in lessons. If they struggle, pupils receive effective support to help them understand what needs to be better next time. However, on occasion, the information shared about behaviour incidents lacks clarity.

As a result, patterns and trends in behaviour are not always identified or addressed as effectively as they could be.

Pupils enjoy their social time and the fun activities the school provides. They attend well.

Leaders have clear, robust systems for ensuring pupils attend school regularly. They work with families to promote the value of high attendance and its impact on learning.

Staff ensure that pupils' emerging needs or any barriers that may have arisen are identified swiftly.

This means pupils with special educational needs and/or disabilities (SEND) have well-planned support in place. Disadvantaged pupils are helped to achieve well and take part in the full range of activities that contribute to life in school.

Pupils' personal development is extensively supported.

The school promotes tolerance and respect for different beliefs, cultures and ways of life. Pupils learn how to keep safe. They have a particularly secure understanding of how to stay safe online.

Pupils learn about relationships in an age-appropriate way. They are prepared well for their next stage in education.

Governors know the school well and understand their roles.

They support and challenge the school to continue to improve. The school benefits from the support it receives from the local authority. Leaders carefully addressed the improvements needed since the last inspection.

The school has ensured that staff receive the development support they need to improve their practice. Staff appreciate leaders' consideration of their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment in foundation subjects is not as well developed as it could be. This means that the school does not have a clear understanding of pupils' progress in the wider curriculum. The school should ensure that gaps in pupils' knowledge are identified well and addressed swiftly, allowing pupils to deepen their understanding.

• Information about behaviour incidents is not always shared clearly or consistently. As a result, the school does not consistently identify or respond to patterns and trends in behaviour. The school should ensure that staff have the expertise to share precise and useful information, so that behaviour can be monitored and addressed effectively.

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