Hertford Junior School, located in Brighton, East Sussex, underwent an inspection on March 10 and 11, 2020, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were all rated as Requires Improvement, while personal development was rated as Good. The school had previously been rated as Good in its last inspection in December 2018.
Pupils at Hertford Junior School report feeling happy and safe, trusting adults to help them with any issues that arise. They indicate that bullying is rare. However, the quality of education is not meeting expectations, as pupils are not acquiring the necessary knowledge and skills in reading, writing, and mathematics. Although staff are ambitious for pupils to excel, the current curriculum and teaching methods are not sufficient to ensure that all pupils achieve their potential. Leaders are beginning to make improvements to the curriculum and are working on developing teachers' skills, which is starting to show positive results.
Behavior among pupils is improving, particularly during lunchtime when a variety of activities encourages calm play. Nonetheless, in some lessons, pupils struggle to maintain focus, often due to the work being either too challenging or too easy. Staff training is helping teachers respond constructively when pupils have difficulty managing their behavior.
The school offers a wide range of extracurricular opportunities, including trips and clubs that engage pupils in various activities such as sports, eco club, and music lessons. Pupils are encouraged to participate in clubs that interest them, contributing to their overall enjoyment of school life.
The executive headteacher has taken significant steps to strengthen the school's leadership since the last inspection. While there are weaknesses in the quality of education, these are being addressed effectively. Leaders have accurately identified the necessary improvements to enhance pupil learning and are aware that these changes need to be implemented swiftly. The support and challenge provided to leaders by governors have improved, thanks to collaboration with the local authority.
There is a consistent approach to teaching mathematics across the school, with teachers carefully considering the sequence of new knowledge and checking pupils' understanding. This has led to improvements in pupils' mathematical skills. However, plans to enhance reading instruction have only recently begun, and there is inconsistency in how reading is taught across different classes. Some teachers lack the necessary skills to teach reading effectively, and there has been insufficient training for staff, resulting in pupils not becoming fluent readers quickly enough.
Curriculum planning varies in strength across subjects. In history, for example, pupils demonstrate a solid understanding of what they have learned, while in other subjects, the planning lacks detail, leading to gaps in knowledge. Teachers do not consistently check what pupils remember, which contributes to some pupils losing focus in lessons.
Leaders have made strides to support pupils with special educational needs and disabilities, ensuring they receive the necessary help and resources. Pupils with SEND are included in lessons, and their needs are considered carefully.
Pupils understand the importance of treating each other with respect and appreciate the opportunities to take on responsibilities, such as participating in the eco council. The school prioritizes safeguarding, with effective arrangements in place to ensure the welfare of all pupils. Staff are well-trained and collaborate to support vulnerable pupils and their families.
To improve, the school must address the low progress and attainment in reading, writing, and mathematics. Leaders are taking steps to raise standards, particularly in mathematics and writing, but rapid improvements in reading instruction are essential. Curriculum leaders need to ensure that subjects are well-planned and sequenced, and that teachers routinely check pupils' understanding to prevent gaps in knowledge. Governors must enhance their evaluative role to provide more robust support and challenge to school leaders.
