Ofsted conducted a short inspection of Crofton Anne Dale Junior School on 7 December 2018, following its previous judgment of good in March 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under the guidance of Executive Headteacher Lorraine Phillips, has shown determination and high expectations, successfully creating a cohesive team despite significant staff changes. Parents have expressed positive sentiments about the staff's upbeat attitude and commitment to a greater goal.
The collaboration between the leadership team and the head of school has ensured that staff share a common vision for improving outcomes. The leaders' evaluation of the school is thorough and accurate, with close monitoring of teaching and learning leading to swift action on any identified weaknesses. This has resulted in improved progress for current pupils. Pupils enjoy attending school, with high attendance levels and positive feedback about the fun nature of lessons. They appreciate various aspects of school life, including outings and playtimes, and report that making friends is easy.
The inspection noted that the school has maintained strengths in behavior and relationships, with excellent behavior observed during lessons. Pupils are hardworking, polite, and show great interest in their learning. Relationships among pupils and staff are strong, contributing to high staff morale. All staff who responded to the Ofsted questionnaire expressed pride in working at the school.
The previous inspection highlighted the need for disadvantaged pupils to attain in line with their peers. While there has been some success, particularly in most year groups, further work is needed to improve the progress of disadvantaged pupils, especially the most able. The curriculum is broad and engaging, with pupils expressing enthusiasm for their learning. Leaders have carefully designed the curriculum to develop pupils' attitudes and skills, and their expertise is recognized by local authority officers who seek their support for other schools.
Safeguarding practices are effective, with a strong culture of safeguarding evident throughout the school. Staff receive regular training, and there are well-established links with external agencies to support vulnerable pupils and their families. Pupils feel safe and report that bullying is rare, with teachers providing support when issues arise.
The inspection focused on how effectively leaders ensure strong progress in mathematics, the effectiveness of writing instruction, particularly for boys, and the use of additional funding for disadvantaged pupils. While the proportions of pupils reaching expected standards in mathematics were in line with national averages, there has been insufficient progress over the years. Leaders have introduced new teaching strategies that have improved pupils' confidence and competence in mathematics, but the most able pupils require more challenge.
In writing, progress was in line with national averages, but boys had previously made less progress than girls. Leaders have addressed this by selecting engaging topics and texts, resulting in high levels of interest and engagement among boys. Opportunities for writing across the curriculum are plentiful, and pupils are equipped with skills to improve their work.
Leaders understand the barriers faced by disadvantaged pupils and track their progress carefully. While most disadvantaged pupils attain in line with their peers, the planning and evaluation of pupil premium funding need to be more precise to ensure that the most able disadvantaged pupils make significant progress. The inspection concluded with recommendations for leaders to ensure that the most able pupils are consistently challenged in mathematics and to enhance the planning and evaluation of funding for disadvantaged pupils.
