Pupils are happy and well cared for at Rednal Hill Junior School. Leaders and teachers listen to pupils and value them as individuals. Pupils know what behaviour is expected from them, and they follow the school’s rules. They listen and respond to their teachers well. Pupils are proud of their school. They appreciate the attractive learning environment and the outdoor spaces. Many pupils have had their learning affected by an inconsistent quality of education. Pupils are eager to learn, but sometimes teachers do not take account of what pupils already know. This means the curriculum is not always ambitious enough for them. Pupils enjoy a wide variety of extra-curricular activities and educational visits. They are keen to talk about the exciting aspects of school. They know how to keep themselves safe and healthy. Pupils say that bullying is not a problem here. They told inspectors that the school helps them to understand what bullying is and teachers deal with it well if it does happen. Pupils say that the school’s ‘Friends Against Bullying’ programme helps them understand more about bullying. They say that, ‘Everybody supports each other.’ What does the school do well and what does it need to do better? There have been some big changes at Rednal Hill Junior School over the last three years. Members of the school and community have noticed significant improvements in pupils’ behaviour. Staffing is now more stable. However, there are some important things that need to improve further. Although results are getting better, pupils still do not achieve well enough. This is an inclusive school. Staff work hard to meet pupils’ social and emotional needs, and to help them behave well. As a result, most pupils are now in the right frame of mind to learn. The school has provided a weak curriculum in the past. Leaders know this and are improving the quality of education in most areas. Even so, pupils have a way to go to catch up. For example, Year 5 have only just begun to learn science properly. In the past, they did not learn enough science and they now have gaps in their knowledge. In mathematics, training for teachers and secure subject leadership mean that lessons are well sequenced. However, sometimes pupils do not remember as much of the curriculum as they need to. This is because they have too few opportunities to use and apply what they know or to practise what they have learned. Inspection report: Rednal Hill Junior School 11–12 December 2019 2 In English, curriculum plans are in place so that teachers know what pupils should learn and when. Teachers help pupils to write in different ways. Pupils practise basic skills regularly and are starting to use these in their writing. However, some pupils are ready for harder work, but they are not given it. Leaders have started to improve the teaching of reading. Pupils speak enthusiastically about the new library and daily story time. Pupils who struggle to read fluently are given effective help to catch up. Books that pupils take home are well matched to their reading level. Sometimes, pupils who are already good readers spend too much time on activities that are too easy. Pupils look forward to ‘Foundation Fridays’ when they learn about subjects such as history and art through different topics. In history, for example, they are proud of their work and present it with care. Pupils are beginning to build secure knowledge in history. However, teachers do not know enough about some subjects to help pupils reach their potential. Leaders and teachers put the right support in place for pupils with special educational needs and/or disabilities. As a result, many of these pupils thrive. Parents value the support their children get. Staff appreciate leaders’ support with managing pupils’ behaviour and with their workload. They enjoy working at the school. Newly qualified teachers are developing their teaching skills well because of the support they get. Governors are supportive of the school and recognise that it has already come a long way on its journey of improvement. Pupils receive high-quality experiences outside of lessons. Some activities are linked to the curriculum. Others are designed to build community spirit or introduce pupils to new interests and places. Pupils benefit from these.