Dereham, Toftwood Community Junior School is located in Norfolk and has undergone significant improvements since its previous inspection. The school was inspected on January 21-22, 2020, and received an overall effectiveness rating of good, which reflects the positive changes implemented by the leadership team. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good. This marks a notable improvement from the previous inspection, which had rated the school as requiring improvement.
Pupils at the school benefit from a good quality of education, achieving well both academically and socially. Parents and carers express satisfaction with the changes at the school, noting that their children feel safe and happy. Positive relationships among pupils and staff contribute to a supportive environment where pupils feel comfortable discussing any concerns. The school has effective measures in place to address bullying, with pupils reporting that it is infrequent and quickly resolved when it does occur.
Pupils demonstrate good behavior, showing concentration in lessons and following instructions without prompting. They engage well during playtime, adhering to the school's golden rules, which emphasize treating others with respect. The school offers a variety of clubs and activities, with older pupils taking the initiative to organize their own clubs during lunchtime. However, some parents have expressed a desire for more after-school activities.
The executive headteacher provides clear leadership, fostering a vision that has led to rapid improvements since the last inspection. Collaboration with colleagues in the federation has enhanced the curriculum, which is well-planned and sequenced to ensure that pupils acquire the necessary knowledge by the time they leave the school. Curriculum leaders conduct checks to monitor the effectiveness of their subjects, although there are areas where a more precise understanding of quality improvement is needed.
Teachers create engaging lessons that connect with pupils' interests, allowing them to revisit prior learning to strengthen their understanding. For instance, in a science lesson on air resistance, pupils were able to articulate their reasoning based on previous knowledge of historical figures like Galileo and Aristotle. While some teachers emphasize neat and accurate work, there are instances in subjects like mathematics and science where errors in pupils' work are not consistently addressed.
Reading is a priority for the school, with clear expectations set for the types of books pupils should read. This focus has resulted in strong reading achievements by the end of key stage two. The mathematics curriculum is structured, but there are opportunities for improvement in challenging pupils' thinking and deepening their understanding.
Pupils with special educational needs and disabilities are fully included in school life, with tailored support to meet their individual needs. The school promotes an active voice for pupils, encouraging participation in various roles that teach them about democracy and respect. Governors are well-informed about the school and ensure that leadership actions positively impact pupils.
The safeguarding arrangements are effective, with a strong culture of safeguarding embedded in the school. Staff are well-trained to respond to concerns about pupil welfare, and pupils are educated on how to stay safe, including online safety. Overall, while the school has made significant strides, there are areas for further development, particularly in the consistency of expectations for work presentation and the depth of mathematical understanding.
