Woodbridge Junior School, located in Alfreton, Derbyshire, has been recognized for its overall effectiveness as a good school following an inspection conducted on June 28 and 29, 2022. The school is characterized by a caring environment where staff are well-acquainted with the pupils. Leaders at Woodbridge are ambitious for all students, striving to ensure that every pupil can overcome barriers to learning and achieve success. This commitment has resulted in a positive atmosphere where pupils feel happy and safe. The school has a zero-tolerance policy towards bullying, and pupils express confidence that any incidents will be addressed by adults. The behavior policy is well understood by students, who support one another and take responsibility for their actions. The introduction of ‘RJ ambassadors’ has further empowered pupils to manage conflicts among themselves.
Woodbridge Junior School offers numerous opportunities for personal development beyond the standard curriculum. Pupils actively participate in roles such as school councillors, mini-sports leaders, and librarians, and they engage in various clubs that enhance their school experience. The school’s values, which include aspiration, confidence, respect, resilience, creativity, responsibility, and pride, are well understood by the pupils. These values have been particularly beneficial during challenging times, such as the COVID-19 pandemic, helping students to maintain their learning.
The school places a high priority on reading, which is taught effectively through a well-structured curriculum that outlines clear expectations for pupil progress. Staff are quick to identify students who may be falling behind and provide necessary support to help them catch up. Pupils are exposed to a diverse range of texts and genres, and they appreciate the rewards associated with regular reading, recognizing its importance for future success.
While the majority of the curriculum is well-planned and ambitious, there are a few subjects that require further development in terms of planning and sequencing. Leaders are actively working to address these areas. In some subjects, the curriculum does not clearly define the essential knowledge that pupils should acquire, which can hinder teachers' ability to assess pupil learning effectively. Nevertheless, pupils generally exhibit good behavior in lessons, with high expectations set by teachers who help students navigate any behavioral challenges.
Leaders have made significant efforts to improve attendance, closely monitoring absences and addressing issues promptly. However, persistent absence remains a concern for some pupils. The school is inclusive, fostering an environment where differences are celebrated, and pupils are encouraged to respect diverse opinions. They actively challenge racism and stereotypes, demonstrating a strong sense of community and support for one another.
Parents hold a positive view of the school, appreciating the support and communication they receive from staff. The school has established strong connections with local schools, facilitating a smooth transition for pupils entering secondary education. Staff morale is high, with leaders prioritizing the well-being of their team and ensuring they have the necessary resources to perform their roles effectively.
The safeguarding arrangements at Woodbridge Junior School are robust, with leaders prioritizing the safety and well-being of pupils. Staff are vigilant in identifying any signs that a pupil may need help, and pupils are educated on how to stay safe, both in person and online. Overall, while the school has demonstrated many strengths, there are areas for improvement, particularly in refining the curriculum and addressing attendance issues to ensure that all pupils receive the full benefit of their education.
