Weaknesses in the school’s safeguarding arrangements mean that pupils who potentially need help or protection are not supported. Safeguarding records are poor. It is not always clear what further actions staff have taken when concerns about pupils’ welfare have been raised. Not all staff have a good-enough understanding of the latest safeguarding guidance. Some safeguarding incidents are not treated with the importance that they should be. Pupils enjoy coming to school. They say that they feel safe. They behave well. They like the variety of clubs and trips that are on offer. Pupils enjoy receiving rewards for good work. They say that bullying is rare. They have a positive attitude to their education. They work hard. Staff have high expectations for all pupils. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Teachers do not always plan tasks that help pupils to develop their knowledge and skills. Pupils develop gaps in their knowledge because of this. Most parents and carers have positive views of the school. One parent summed up the views of others in saying, ‘My child comes home and enjoys talking about her learning. She has enjoyed many enrichment activities. She can't wait to go on the residential next year.' What does the school do well and what does it need to do better? In most subjects, the curriculum is well planned. In history, for example, links have been made with the infant schools to help teachers understand what pupils have previously learned. Pupils then build on this historical knowledge in Year 3 and beyond. In mathematics, pupils are introduced to addition and subtraction in Year 3. They are well prepared for the Year 5 topic of statistics. In some subjects there are gaps in pupils’ knowledge that have not yet been spotted. Pupils do not have a secure foundation of knowledge to build on. Teachers do not always implement the curriculum well. Sometimes the activities that they plan do not match the intended learning. For example, some art lessons are ‘one-off’ lessons that do not help pupils to improve their artistic skills. Pupils are not able to learn more and remember more in this subject. Teachers make sensible use of assessment to inform their teaching. The tests at the start and end of the units of work tell teachers what pupils have remembered. Shorter, more frequent tests help pupils to recall what they have recently learned. The teaching of phonics and reading is a priority and a strength. There is a consistent approach to teaching reading throughout the school. This matches the approach that is taken at the infant schools. Pupils enjoy reading many different books and texts. There are numerous books to choose from in the new library. Staff make sure that pupils’ reading books match the phonic sounds they are learning. Pupils’ reading books are at the correct level of challenge. Pupils enjoy listening to Inspection report: Glebe Junior School 20 and 21 October 2021 2 their teachers reading the class reading books. For the most part, teachers and teaching assistants support pupils with SEND well. Pupils have positive attitudes to school. They behave well. Low-level disruption is rare. Lessons run smoothly. There are appropriate routines at lunchtime. Pupils’ attendance is good. Too many pupils, particularly in Year 3 and Year 4, do not arrive on time. They miss the start of the day and part of the first lesson. Pupils’ personal development is a strength of the school. Pupils discuss current affairs in the ‘thought of the week’ assembly. There is a wide variety of after-school clubs and activities. Pupils make good use of these. Leaders are working towards a mental health award. This work is helping pupils to regulate their own behaviour and to understand their feelings. The ‘Glebe way’ motivates pupils to grow, learn, enjoy, believe and encourage others. The school’s leadership and management have many strengths. Despite some failings, many aspects of school life are working well. Governors do not receive sufficient information from school leaders. Members of the governing body are, therefore, not able to hold leaders fully to account for their actions.