East Boldon Junior School is located in Tyne and Wear and has recently undergone an inspection on the 4th and 5th of May 2022. The overall effectiveness of the school has been rated as good, reflecting significant improvements since the previous inspection, which had rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, and leadership and management have all been rated as good.
The school is well-regarded within the community, with parents and carers expressing high levels of satisfaction. They describe it as a special school with a strong sense of community and care. Pupils feel safe and proud of their school, which is evident in their positive relationships with staff and their engagement in learning. The school motto, Be the best you can be, is embraced by students, who understand the importance of hard work and being challenged.
Pupils exhibit good behavior both in and out of lessons, showing engagement and attentiveness. Incidents of poor behavior and bullying are rare, and when they do occur, they are addressed promptly by school leaders. However, there are some concerns regarding attendance, as a small number of pupils do not attend as regularly as they should. The school is actively working with parents to improve this situation.
The curriculum at East Boldon Junior School is well-structured and coherent, with subject leaders providing effective support to teachers. This ensures that educators have the necessary knowledge to deliver the curriculum effectively. Teachers are encouraged to plan lessons that deepen pupils' understanding of subjects. For instance, in art, pupils engage with the works of contemporary artists, while in computing, they apply their knowledge to real-world scenarios like coding for the Mars Rover. However, there are areas for improvement, particularly in ensuring that key themes are identified across subjects to help pupils make connections between their current and prior learning.
Mathematics instruction is particularly strong, with the mathematics leader providing expert support. Pupils, including those with special educational needs and disabilities, express confidence in their learning and enjoy their mathematics lessons. Daily recall tasks help reinforce their number skills, and the curriculum has been adapted to address gaps in learning due to remote education.
Reading has been prioritized since the last inspection, with leaders promoting a love of reading through a diverse range of texts and engaging activities. Pupils participate in reading pairs and assess each other's fluency, which they find beneficial. A new phonics program has been introduced to support those who need additional help, although some pupils still require further assistance in applying phonics strategies consistently.
Support for pupils with special educational needs is comprehensive, with teachers effectively incorporating individual learning targets into their teaching. Resources are provided to help remove barriers to learning, and parents generally report positive experiences regarding the support their children receive. However, some parents have noted inconsistencies in support since the departure of the previous special educational needs coordinator.
The headteacher and governing body maintain a strong focus on school improvement, with governors holding leaders accountable for development needs. Staff feel valued and supported, contributing to a positive working environment.
Safeguarding arrangements are effective, with leaders implementing a monitoring system for concerns and ensuring staff are well-trained. Pupils are educated on how to keep themselves safe, particularly regarding online interactions.
To further improve, the school needs to ensure that phonics strategies are consistently applied across all year groups and that knowledge in subjects like geography and history is not overly focused on specific topics, allowing for a broader understanding of key concepts.
