Long Buckby Junior School has been recognized as a good school following its recent inspection on 17 and 18 October 2023. The school is characterized by a nurturing and positive environment where leaders maintain high expectations for both pupil behavior and their commitment to learning. Staff consistently uphold these expectations, resulting in pupils demonstrating positive attitudes and high levels of focus during lessons. The school fosters a sense of pride among its students, who appreciate the various opportunities provided, including school trips and responsibilities.
Pupils at Long Buckby Junior School exhibit polite and respectful behavior towards peers and adults alike. They enjoy their time during breaks, playing happily together and supporting one another. The school has established strong relationships with families and the local community, contributing to a welcoming atmosphere where staff know the pupils well. Pupils feel safe and confident in discussing any concerns with adults, and they believe that the school's approach to managing behavior is fair. They understand the concept of bullying, including cyber-bullying, and trust that staff will address any incidents that may arise.
The school has prioritized reading, aiming for all pupils, including those with special educational needs and disabilities, to become confident and fluent readers. Creative approaches, such as a reading garden and the use of a reading dog, have been implemented to foster a love of reading. The phonics program is well-structured, allowing pupils to practice blending sounds and developing comprehension skills through diverse reading materials.
In mathematics, the curriculum is ambitious, with daily practice in fluency, reasoning, and problem-solving. Teachers effectively model various calculation methods, and pupils revisit prior learning regularly, which aids their progression. The curriculum encourages pupils to apply their skills in new contexts, promoting deeper thinking.
However, the school recognizes the need for improvement in some foundation subjects, where the specific knowledge that pupils should learn is not always clearly defined. This can hinder teachers' ability to assess pupils' learning effectively, leading to gaps in knowledge retention. The school aims to ensure that the curriculum outlines what pupils should learn and when, alongside a consistent approach to assessment in these subjects.
Pupils with special educational needs receive strong support in lessons, with teachers making necessary adaptations to facilitate their learning. The school collaborates effectively with external agencies to meet these pupils' needs. The behavior of pupils is a notable strength, with high levels of concentration and respect for one another. Staff consider individual challenges when managing behavior, ensuring that consequences are appropriate.
Personal development is a priority, with pupils learning about diverse families and relationships. They demonstrate a mature understanding of protected characteristics and discrimination. The school offers a wide range of clubs and opportunities for pupils to engage with the community, enhancing their sense of responsibility.
Leadership and management at Long Buckby Junior School are effective, with staff feeling supported regarding workload and professional development. The governing body fulfills its statutory duties, contributing to the overall positive environment of the school. Safeguarding arrangements are effective, ensuring the safety and well-being of all pupils.
In summary, Long Buckby Junior School continues to provide a good education, with strong leadership, a supportive environment, and a commitment to pupil development. The school is focused on addressing areas for improvement, particularly in the foundation subjects, to enhance the overall learning experience for all pupils.
