Ladysmith Junior School, located in Exeter, Devon, has recently undergone an inspection that has highlighted several areas for improvement. The overall effectiveness of the school is rated as requiring improvement, which reflects the challenges it faces in delivering a high-quality education to its pupils. The inspection took place on the 22nd and 24th of May 2024, and the findings indicate that while pupils enjoy attending the school and feel safe, the quality of education provided does not meet the expectations set by the school’s aspirations.
Pupils at Ladysmith Junior School demonstrate a strong sense of community and enjoy their time at school, engaging positively with their peers during social times. They express confidence in the support available from staff, indicating that they have trusted adults to turn to when they have concerns. However, the report emphasizes that many pupils are not achieving well academically, particularly those with special educational needs and disabilities. This lack of achievement suggests that the school is not adequately preparing its students for the next stages of their education.
The leadership team is currently reviewing the curriculum to enhance pupil outcomes, but significant work remains to be done. The report notes that many areas of the curriculum require further development, and subject leadership is still in its early stages. This has resulted in weaknesses within the curriculum that have not been effectively identified or addressed. The sequencing of learning is not well organized, which hampers pupils' ability to build on their knowledge effectively. Additionally, there is a lack of rigorous checks on the key concepts that the school aims for pupils to retain, leading to gaps in understanding and misconceptions.
Despite these challenges, the school has made strides in its reading curriculum, where many pupils receive additional support to develop their reading skills. This targeted assistance has proven effective for those who enter the school with limited reading abilities. However, the experiences of pupils with special educational needs vary significantly, with some not receiving the personalized support they require to succeed.
Behaviour management has improved, with a new policy leading to a reduction in incidents of poor behaviour. Nevertheless, when the curriculum lacks engagement, some pupils exhibit low-level disruption, which can detract from the learning environment. The school is committed to fostering personal development, teaching pupils about respect and tolerance, and providing opportunities for leadership roles.
The safeguarding arrangements at the school are deemed effective, ensuring that pupils are protected and supported. However, the report outlines several key areas for improvement. The curriculum needs to be coherently sequenced to build on prior knowledge, and leadership of the curriculum must be strengthened to ensure effective implementation. Assessment practices require development to provide a clearer overview of pupil learning and to inform future teaching strategies.
Furthermore, the support for disadvantaged pupils and those with special educational needs needs to be more precise and effective. Governors must enhance their understanding of how additional funding impacts pupil achievement and hold the school accountable for the outcomes of these groups. Overall, while the school has a caring environment and offers valuable extracurricular opportunities, significant improvements are necessary to ensure that all pupils achieve their full potential and are well-prepared for their future educational journeys.
