Strand-on-the-Green Junior School, located in Chiswick, London, has been recognized as a good school following its inspection on November 17 and 18, 2021. The school provides a safe and supportive environment where pupils enjoy learning and take pride in being ‘upstanders,’ advocating for one another and promoting good citizenship. The school’s core values, which include responsibility, fairness, and respect, are well understood by the students and are integral to the school culture.
The leadership team is committed to ensuring that all pupils, including those with special educational needs and disabilities, achieve their potential. They aim to equip students with the knowledge and skills necessary for future educational success. Pupils demonstrate high expectations for themselves and actively seek guidance from teachers regarding their academic and career aspirations. The school fosters a positive atmosphere where pupils behave well, work diligently, and feel confident in addressing issues such as bullying, knowing that staff will respond effectively.
Strand-on-the-Green Junior School offers a diverse range of extracurricular activities, catering for various interests, from skateboarding to street dance. This variety enriches the pupils' school experience and encourages participation in different areas. The leadership has taken thoughtful steps to enhance the curriculum over the past two years, reviewing and revising subjects to ensure that key concepts are effectively taught. For instance, in history, the curriculum is designed to develop an understanding of significant concepts across year groups.
Lessons are structured to reflect the planned curriculum, with teachers demonstrating strong subject knowledge. The school has implemented daily reading sessions that support fluency and comprehension, while phonics lessons are provided for younger pupils to build foundational reading skills. However, some pupils have experienced gaps in their mathematical knowledge due to the COVID-19 pandemic. The school has identified essential learning objectives to address these gaps and has adapted lessons to ensure that pupils have adequate time to grasp the necessary concepts.
Pupils with special educational needs receive appropriate support, and staff are generally well-informed about how to assist them in their learning. Nonetheless, there is a need for further training for teaching assistants to enhance their understanding of the sequencing of mathematical knowledge. The leadership is aware of this requirement and is taking steps to provide the necessary training.
The school prioritizes providing rich and engaging experiences for pupils, including educational trips and workshops that complement the curriculum. For example, Year 4 students participated in a workshop at the Science Museum, enhancing their understanding of sound and electricity. The school also emphasizes cultural awareness by exposing pupils to various faiths and cultures through annual visits to different places of worship.
Staff members express positive sentiments regarding their workload, noting that leaders are mindful of the pressures they face. The leadership team supports staff by allowing sufficient time to implement new teaching strategies effectively. The safeguarding arrangements at the school are robust, with leaders taking proactive measures to ensure the health and safety of all pupils, particularly the most vulnerable.
In summary, while Strand-on-the-Green Junior School has made significant strides in enhancing its curriculum and supporting its pupils, there are areas for improvement. Leaders must ensure that all staff are adequately trained to deliver the curriculum consistently, enabling pupils to develop a comprehensive understanding of the subjects they study. The school remains committed to fostering a positive learning environment where all pupils can thrive.
