St Stephen’s Junior School, located in Canterbury, Kent, has been recognized as a good school following its recent inspection. The school is characterized by strong relationships between staff and pupils, fostering a supportive and inclusive environment. Leaders and staff are committed to the well-being of every pupil, ensuring that they feel safe and valued. The introduction of the ‘zones of regulation’ has been particularly beneficial, helping pupils manage their emotions effectively. Pupils express satisfaction with their teachers, noting their kindness and support in learning. The school promotes a sense of belonging, which is integral to its values, and pupils describe it as a welcoming place where everyone is included.
The school has established a culture where pupils feel secure, knowing that adults are available to listen to their concerns. Instances of bullying are addressed promptly and fairly, contributing to a positive atmosphere. High expectations from teachers encourage pupils to engage actively in their learning, resulting in good behavior and attentiveness in lessons. The majority of pupils demonstrate positive behavior, while those who face challenges in managing their behavior receive appropriate support. The school’s rules, encapsulated in the motto ‘ready, respectful, safe,’ are well understood by the pupils.
Leadership at St Stephen’s is effective, with co-headteachers working collaboratively to foster a positive school culture. They have accurately identified the school’s strengths and areas for improvement, enhancing leadership capacity through the appointment of additional staff, including a special educational needs coordinator. The curriculum is ambitious and designed to meet the needs of all pupils, including those with special educational needs and disabilities. Continuous refinement of the curriculum ensures it aligns with the diverse needs of the student body. Teachers are knowledgeable and supported by experienced subject leaders, which contributes to the overall achievement of pupils.
Reading is a significant focus, with a structured curriculum that encourages pupils to become confident readers. The school promotes a love of reading through exposure to a variety of quality texts. However, some pupils still struggle with reading, particularly those at an early stage. The implementation of a phonics program aims to support these pupils, although there is a need for increased urgency to help them catch up effectively.
While most pupils exhibit good behavior and positive attitudes towards learning, a small minority occasionally disrupts the environment. Some parents have expressed concerns regarding bullying and behavior, but the inspection found that staff are actively addressing these issues. The school is committed to ensuring that all pupils feel secure and that any incidents of poor behavior are managed appropriately.
Pupils take pride in their leadership roles within the school, participating in various initiatives that support the local community. They enjoy a range of extracurricular activities and demonstrate curiosity in their learning. Overall, parents express satisfaction with the school, and staff feel valued and supported in their roles.
The safeguarding measures in place are effective, with staff trained to recognize and respond to potential risks. The school prioritizes the safety and well-being of its pupils, ensuring that they learn how to protect themselves, including in online environments.
To further improve, the school needs to complete its review of the curriculum to ensure consistency across all subjects. Additionally, leaders should enhance the effectiveness of the phonics program to help struggling readers catch up more quickly. Addressing the concerns of pupils regarding behavior will also be essential in maintaining a positive learning environment.
