St Gildas' Catholic Junior School, located in London, has been recognized as a good school following its recent inspection. The school fosters a strong sense of community among its pupils, who describe their environment as one of mutual support, akin to a family of brothers and sisters. The relationships between staff and students are characterized by warmth and respect, contributing to a positive atmosphere where pupils feel valued and happy. Safety is a priority, with pupils expressing trust in adults to address any concerns, including bullying. The school provides education on online safety and real-life situations, such as cycle safety training, to ensure pupils are well-prepared to navigate the world outside school.
The new leadership team has implemented a revised approach to behavior management, which has been well-received by pupils. Expectations are clear, and students demonstrate politeness and good manners. Classrooms are generally calm and focused, allowing for effective learning. Social interactions among pupils of different ages are positive, with students playing happily together during breaks. The leadership team has set high expectations for academic achievement, and pupils are responding well, achieving commendable results in English, mathematics, and science. However, the recently revised curriculum requires more time to ensure that pupils retain knowledge across all subjects.
The school has made significant strides in strengthening educational quality, with the governing body, diocese, local authority, and staff collaborating to identify strengths and areas for improvement. This teamwork has led to successful implementation of positive changes in a short timeframe, enhancing overall learning experiences for pupils. The curriculum is ambitious and thoughtfully sequenced, aiming to help pupils achieve their goals. While expectations are now clearer, some subjects are more developed than others, particularly in English, mathematics, and science, where staff demonstrate strong subject knowledge and effective teaching strategies. In contrast, the wider curriculum requires further development to ensure pupils can recall their learning as securely as they do in core subjects.
Reading is prioritized within the school, with high-quality texts used to model fluent reading. Teachers explicitly instruct pupils on comprehension strategies, such as making predictions and inferences. Regular assessments help identify pupils who may need additional support, ensuring that targeted interventions are in place. The school promotes a love of reading through various initiatives, including events like World Book Day and visits to local libraries.
Inclusion is a key focus, with pupils with special educational needs and disabilities fully integrated into school life. Adaptations are made to support their learning, although there are instances where these pupils may be moved on to new material too quickly. The school is working to refine the targets set for these pupils to ensure they are specific and actionable, allowing for better tracking of progress.
Overall, pupils enjoy their time at school, as evidenced by high attendance rates. They take their responsibilities seriously, participating actively in roles such as school councillors and anti-bullying ambassadors. The curriculum also addresses relationships and health education, helping pupils understand diverse family structures and the importance of respect for all individuals. The school’s safeguarding measures are effective, ensuring a safe environment for all students. Moving forward, the school aims to enhance curriculum delivery across all subjects and refine support for pupils with special educational needs to ensure consistent progress and understanding.
