Ofsted conducted a short inspection of Anstey Junior School on 2 May 2019, following its previous judgment of good in June 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively navigated changes in staff and the social and emotional needs of pupils, fostering a positive environment where staff take pride in their work. The school prepares pupils well for their transition to secondary education, building on the high outcomes achieved at the infant school in reading, writing, and mathematics.
Pupils at Anstey are happy, safe, and well-supported, as evidenced by their enthusiasm and confidence at the start of the school day. Parents and carers commend the school for its excellent care, particularly for those who are emotionally vulnerable or have special educational needs. The school maintains open lines of communication with parents, which enhances their involvement in their children's learning. The high attendance rates reflect pupils' eagerness to attend school.
Since the last inspection, leaders and governors have focused on improving identified areas, particularly in mathematics and spelling. Although progress in these areas has been gradual, improvements are evident in pupils' attainment by the end of Year 6. In 2018, the percentage of pupils achieving the expected standard in writing and mathematics was in line with the national average, although fewer reached the higher standard. A previous dip in reading attainment has been addressed, leading to improved outcomes.
Staff and governors are aware of the school's development priorities and strengths. While pupils generally attain well by the end of key stage 2, this does not always reflect strong progress over time due to high starting points at the end of Year 2. Current pupils demonstrate strong progress across various subjects, but increasing the number of pupils reaching higher standards in reading, writing, and mathematics remains a focus.
Safeguarding practices at the school are robust and effective. The commitment to keeping all pupils safe, especially those who are vulnerable, is central to the school's ethos. Staff provide essential support to families in need, ensuring regular attendance and engagement in learning. The school offers initiatives like breakfast clubs to assist families experiencing poverty, highlighting a culture of care.
Leaders and governors ensure that safeguarding policies are appropriate and responsive to local risks. Staff receive timely training to understand their roles in safeguarding, and diligent checks are made on the suitability of adults working in the school. This promotes a vigilant culture throughout the school, with leaders addressing concerns promptly to ensure pupils receive necessary support.
During the inspection, the focus was on maintaining high standards of behavior, challenging the most able pupils, and assessing the progress of disadvantaged pupils, particularly in writing. Although the rate of fixed-term exclusions has been above the national average, the overall behavior and respect among pupils are commendable. Leaders promote high expectations through clear rules, and pupils generally report positive experiences regarding behavior in the school.
Development efforts since the last inspection have aimed at enhancing teaching consistency and effectiveness. Leaders have implemented strategies that encourage deeper thinking among pupils, fostering collaborative discussions and problem-solving. While progress in writing has lagged behind national averages, leaders are proactive in identifying underperformance and seeking external support to strengthen teaching quality.
Pupils' work indicates a consistently high proportion of those meeting age expectations, although this does not equate to strong progress for many in Year 6, who entered the school with above-average attainment. The percentage of pupils achieving higher standards in reading, writing, and mathematics has not improved significantly, indicating a need for further challenges for the most able pupils.
Next steps for the school include sustaining and further developing current standards of pupils' work to ensure that progress in reading, writing, and mathematics aligns with national averages. Additionally, increasing the number of pupils, particularly those with high prior attainment, reaching higher standards by the end of Year 6 is essential for ongoing improvement.
