Three inspectors spent a full day in the school on Jan 28 2009 and two were in on Jan 29. They….

• watched lots of lessons

• saw lots of support  for groups and individual children

• looked at how we plan the curriculum

• asked lots of questions about art and sport

• ate lunch with the children and talked to them on the playground

• interviewed the school council

• talked with the Chair of Governors

• sat with a sample group of children who showed them their ICT skills

• asked lots of questions about how the school actively promotes ‘community cohesion’, equality and recognition of the ethnic diversity of the local and wider community

• read all the Parent Survey forms that you sent in

• looked at records and processes of Attendance, Health & Safety, Child Protection & risk assessments

• sat in on our weekly Church-led assembly

• asked children what the school does about bullying (including cyber-bullying), how ‘safe’ do they feel and how does the school ensure internet safety.

• Look at  end of year reports, newsletters, the website, curriculum newsletters and communication with parents

• In other words it was a pretty thorough look at ALL aspects of the school with a clear focus on the experiences and perceptions of the children.

• looked carefully at three years of analysis of school results in English, Maths and Science focussing on the progress that different ‘ability’ groups make in their 4 years here at CCJ.

...............................So what did they say about the school: (Full Report here  pdf )

Direct quotes from the report........

• The school complies with all guidelines for safeguarding children. Risk assessments are in place. Pupils and almost all parents agree that the school deals with any bullying swiftly and sensitively.

• Pupils demonstrate empathy with each other and have a good awareness of the difference between right and wrong.  Their spiritual, moral, social and cultural development is good.

• The quality of care, guidance and support is good. Pupils say that they feel safe and well cared for. The carefully devised support given to pupils with any additional difficulties successfully develops their confidence and self-esteem.

• Their [pupils] behaviour and attitudes to learning are good. Almost without exception, they work hard and achieve well in relation to their starting points. This is a good school with improving standards.

• [Pupil] Attitudes to less structured periods of the school day such as break and lunchtimes are good, with pupils responding well to school strategies to support cordial and respectful behaviour. The school has undertaken activities to combat bullying; pupils are awareof how to respond to it. They say incidents are rare and the response from the school, when necessary, is prompt and helpful.

• It is evident from the school’s extensive consultation with pupils that they enjoy school and their lessons. Pupils report that they feel strongly supported by adults.

• Relationships between adults and pupils are very good.
  Teachers set clear expectations for work and behaviour in the classroom. As a result, pupils develop confidence and are keen to work, even when they find some work hard. Well deployed teaching assistants give good support to carefully identified groups and individual pupils.

• The good support for pupils with learning difficulties and/or disabilities often involves creative ideas and shows genuine care and
  consideration for the pupils. All learners benefit from clear individual targets. These give them helpful guidance on what they need to do to improve their work.

• The school sets challenging academic targets and is increasingly meeting them. Staff have a good sense of shared purpose and high aspirations for the future development of the school.

• Teaching is good. Teachers’ raised expectations have had a strong impact on raising standards. Well paced lessons hold pupils’ attention, and clear groupings ensure that all pupils have work that matches their individual needs well. Good teamwork
  between teachers and teaching assistants helps pupils of all abilities to do their best.

• Almost all teachers use questioning consistently well to extend pupils’ thinking skills. Pupils’ speaking and listening skills improve because adults set good examples for them to follow and give good opportunities for pupils to talk with a purpose in
  lessons. Discussions between pupils in the ICT suite, for example, were very purposeful and productive as pupils helped each other.

• There has been a very strong emphasis on literacy and this has helped raise standards. The provision for the development of key skills in ICT has developed well.

• Overall, pupils make good progress as they move through the school.  

• The headteacher has a strong sense of purpose and looks for creative solutions to issues. 

• Resources, including the lovely new classrooms, are used well. Governors offer the school strong support; the chairperson is fully involved in strategic development and in challenging the school to improve.

• The majority of parents who replied to the questionnaire speak highly of the school’s work

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