Burnley Lowerhouse Junior School is a welcoming environment where pupils feel safe and valued. The school promotes kindness and consideration among students, fostering a sense of community. Pupils express trust in the staff, believing that their concerns will be heard, which contributes to their overall sense of security. The school has made strides in raising expectations for student achievement, leading to improvements in the curriculum. However, challenges remain, particularly in subjects like reading and mathematics, where some pupils do not achieve their full potential.
The school has established clear behavioral expectations, and most pupils demonstrate positive attitudes towards their learning. They engage actively in school activities and appreciate the leadership roles available to them, such as well-being ambassadors. The inclusive nature of the school ensures that all pupils, including those with special educational needs and disabilities, can participate in various events and clubs.
Recent efforts to enhance the curriculum have resulted in a broader and more ambitious educational experience for pupils. In certain subjects, the school has thoughtfully organized learning, allowing new content to build on prior knowledge. Staff regularly assess what pupils know and remember, using this information to inform future lessons. Consequently, pupils have begun to excel in subjects prioritized for improvement. However, in other areas, the curriculum design and delivery still require attention, as some pupils lack a solid understanding of essential knowledge, hindering their ability to progress.
The school is proactive in identifying additional needs among pupils and provides adequate support for those with special educational needs. Staff receive training to adapt their teaching methods to meet these needs, although there are still areas where the curriculum's design and delivery could be improved to enhance outcomes for these pupils.
Reading instruction is a focus area, with a structured phonics program in place. However, the implementation of this program has not been prioritized, leading to inconsistencies in delivery. Some staff lack sufficient training, and pupils who struggle with reading do not always receive the necessary support to catch up effectively.
The school environment is characterized by politeness and friendliness, with a calm atmosphere that allows for focused learning. Disruptive behavior is rare, enabling pupils to concentrate on their studies. The school is working to improve attendance, particularly for disadvantaged pupils, as frequent absences hinder their learning.
Through the curriculum, pupils gain an understanding of diversity and learn about different cultures and perspectives. They are taught the importance of relationships and how to respect others' views, preparing them for life in a diverse society. While governors are dedicated to their roles, they have not consistently challenged the school to enhance educational quality, particularly regarding reading achievement.
Staff generally feel supported in their well-being, with policies reviewed in consideration of their workload. The school has effective safeguarding arrangements in place, ensuring the safety and welfare of all pupils.
To improve, the school must ensure that staff are adequately trained to deliver the reading curriculum effectively. Additionally, the design of learning in some subjects needs to be refined to help pupils retain essential knowledge for future learning. Governance should be strengthened to provide better oversight and challenge regarding educational quality. Finally, addressing attendance issues, particularly for disadvantaged pupils, is crucial to ensure all students have equal opportunities to succeed.
