Ofsted Inspection 9 January 2019
Summary of key findings for parents and pupils
Short inspection of Berrymede Junior School
Following my visit to the school on 9 January 2019, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. The visit was the first short inspection carried out since the school was judged to be good in January 2015.
This school continues to be good.
The leadership team has maintained the good quality of education in the school since the last inspection.
You are proud of the inclusive nature of the school. Leaders and governors work in partnership with staff to serve a diverse community. You have created a supportive environment in which pupils’ creativity and passion for learning flourish. This is based on high expectations for pupils’ achievements and recognition of the vital role that parents play in their children’s development. Workshops are used to improve parental support for their children’s reading. A recent workshop, led by pupils who act as reading ambassadors, was attended by 70 parents. This high level of parental involvement reflects the school’s inclusive nature. A number of parents told me how much they appreciate the school’s emphasis on literacy, especially reading; how well staff keep their children safe; and how straightforward they find the school’s electronic communication systems. They also told me that the school is an integrated community, citing the annual international day as a particular way in which pupils learn about each other’s cultures when they share food, for example.
Recent changes to the governance structure mean that governors are more able to concentrate their efforts on the needs of the school. Governors now receive better information about pupils’ progress and they must continue to use this effectively to hold leaders to account.
The areas identified for improvement at the previous inspection have been addressed successfully. Subject leaders use progress information well to identify gaps in pupils’ skills and knowledge, and take action to support improvement. Lessons are designed to provide pupils with the right level of support and challenge to match their needs and abilities. In mathematics lessons, pupils regularly learn through problem-solving; this has built up their resilience and confidence when meeting new topics. Teachers set high expectations to promote greater depth of study.
Leaders have promoted approaches to learning that foster independence and enjoyment. For example, the involvement of pupils in assessing their own mathematics work has helped pupils to understand not just what they are learning, but how best they learn themselves. Teachers encourage pupils by sharing exemplar pieces of work called ‘what a good one looks like’; pupils use these to improve their own writing. For example, pupils were engaged by thinking about spoonerisms, which gave them a sense of fun with their writing.
To view the full ofsted report please visit the Ofsted January 2019.