Colman Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this friendly and supportive environment. Staff encourage and care for pupils well. Pupils know they can rely on trusted adults to listen and resolve any concerns they may have.

They feel safe and valued here.

Many pupils did not achieve well in the 2024 published outcomes. However, since the school has joined the trust, staff have raised their expectations.

Pupils now successfully learn the knowledge set out in the school's ambitious and well-planned curriculum. The school remains committed to further raising pupils' achievement across all subjects.

Behaviour is generally positive.

In lessons, pupils are focused and engaged... in their learning. The school rules and values are clear. All pupils follow the 'Colman Way', to be ready, respectful and safe.

Pupils understand the importance of these values because staff consistently promote them.

Pupils frequently take part in a variety of interesting and carefully planned enrichment activities. These activities enable pupils to develop their talents and interests in sport, music, languages and science.

Opportunities are rotated throughout the year. This gives pupils the chance to try something new. Pupils value these experiences.

They help to develop their self-esteem and confidence.

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

The school has recently gone through a period of change. The trust has ensured that the school received appropriate support during this time.

The school has implemented a new and ambitious curriculum. It helps pupils build on their prior knowledge over time. The curriculum is carefully sequenced.

Essential knowledge has been identified in each subject. Teachers have undertaken a range of effective training. They are continually developing their skills and knowledge to teach the curriculum well.

However, some pupils still have gaps in their spelling knowledge and are developing their handwriting skills. These gaps limit pupils' ability to write with accuracy and clarity.

Pupils with special educational needs and/or disabilities (SEND) receive appropriate support.

The school accurately identifies pupils' additional needs. Pupils with SEND fully access the same ambitious curriculum as their peers. Teachers adapt their delivery of the curriculum and provide extra support when needed.

For example, some pupils benefit from using visual resources or receive extra support from additional adults. The school also uses guidance and support from external agencies to help meet pupils' individual needs.

Reading sits at the heart of the curriculum.

Pupils read and listen to a wide range of carefully chosen texts that develop their curiosity. For example, one pupil said, 'I love to imagine I'm the main character as I read the book.' Reading lessons help pupils to develop their fluency and comprehension skills.

Over time, pupils become increasingly fluent and accurate readers.

The school has placed a high focus on establishing a positive and calm learning environment. Staff have high expectations of pupils' behaviour and conduct.

Lessons are rarely disrupted because pupils understand what is expected of them. Around the school, pupils are typically polite to adults. This is because the school is relentless in helping pupils to make the right choices.

Pupils' attendance is improving. The school closely monitors attendance and identifies any patterns in pupil absence. Effective support is provided to pupils and their families when needed.

The school's values are promoted through its personal, social, health and economic education programme. Pupil leadership roles help to develop pupils' teamwork, communication and resilience skills. The Colman personal development journey promotes the importance of being brave, curious and respectful.

The trust supports and challenges the school effectively. School leaders are determined for every pupil to achieve their best. They are relentless in this ambition.

Staff are very positive about working at the school. They feel well supported by both the school and the trust.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils have gaps in their foundational knowledge of handwriting and spelling. These gaps limit pupils' ability to write with accuracy and clarity. The school should ensure that pupils are supported to build the knowledge and skills they need to develop their writing accuracy and proficiency in spelling and handwriting so that their writing ability improves in all subjects.

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