Henleaze Junior School, located in Bristol, was inspected on July 2 and 3, 2024. The overall effectiveness of the school is rated as requiring improvement, a significant decline from its previous outstanding rating. The quality of education is also assessed as requiring improvement, while behavior and attitudes, as well as personal development, are rated as good. Leadership and management are identified as requiring improvement, indicating challenges in governance and curriculum implementation.
The headteacher, Jonathan Parr, leads the school, which is part of the Cathedral Schools Trust. The trust is overseen by CEO Neil Blundell and a board of trustees chaired by Sir David Eastwood. The school has not undergone a graded inspection for over a decade, with the last inspection occurring under a different framework. This gap has contributed to the current challenges faced by the school.
Pupils at Henleaze Junior School benefit from a variety of enrichment activities that foster character development and personal interests. However, the curriculum lacks ambition, and staff expectations for pupil learning are not sufficiently high. Consequently, pupils do not achieve their full potential. The school promotes an inclusive environment where students support one another, fostering a mature understanding of equity and respect for diversity.
Behavior among pupils is generally good, with recent policy changes leading to improved conduct. Pupils express satisfaction with the current state of behavior compared to earlier years. They demonstrate strong knowledge of online safety and feel secure in their environment, trusting adults to address their concerns effectively. The school encourages a sense of citizenship, with pupils actively participating in charity work and fundraising initiatives.
Despite the positive aspects, the school acknowledges the need for curriculum development. However, the implementation of these changes lacks rigor, and the impact on pupil learning is not adequately assessed. The curriculum delivery is inconsistent across different year groups and subjects, with many staff lacking a solid understanding of the subjects they teach, particularly in reading and mathematics. The school’s checks on curriculum compliance do not focus on the actual learning outcomes for pupils.
In some subjects, the curriculum is sequenced effectively, allowing pupils to build knowledge progressively. For instance, in language studies, pupils learn phonics and grammar, enabling them to construct sentences. However, the reading curriculum is criticized for its lack of ambition and coherence. The selection of texts for study is not sufficiently rich, leading to a disjointed reading experience for pupils. Although a phonics program has been introduced, its implementation is still in the early stages and requires further development.
Pupils with special educational needs and disabilities are included in the school’s activities, benefiting from the inclusive ethos. They learn about various disabilities, fostering compassion among peers. However, weaknesses in the overall curriculum also affect these pupils, as their individual learning needs are not always met effectively.
The school’s safeguarding arrangements are deemed effective, ensuring a safe environment for all pupils. To improve, the school must enhance its checks on curriculum implementation and impact, ensuring that pupils learn deeply and consistently. The reading curriculum needs to be more ambitious and coherent, with all staff equipped with the necessary subject knowledge to deliver it effectively. Additionally, planning for pupils with special educational needs must be more precise to support their learning across the curriculum. Overall, while there are strengths in the school’s approach to personal development and behavior, significant improvements are needed in the quality of education and leadership.
