High Hazels Junior School, located in Sheffield, South Yorkshire, underwent an inspection on January 14 and 15, 2020. The overall effectiveness of the school was rated as good, reflecting significant improvements since the previous inspection, which had identified the school as requiring improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good.
Pupils at High Hazels Junior School enjoy their time at school, benefiting from clear routines that facilitate sensible movement around the premises. The behavior of students is commendable, and playground activities are well-organized, promoting positive interactions among pupils. While bullying is rare, some students struggle to differentiate between bullying and typical disagreements. Nevertheless, pupils express confidence in the support they receive from adults when needed.
The curriculum is broad and engaging, with teachers planning interesting lessons that captivate students. However, some curriculum plans are relatively new, leading to occasional gaps in pupils' retention of previously taught material. Despite this, students appreciate experiential learning opportunities, such as workshops that enhance their understanding of subjects like history. The school offers a variety of extracurricular activities, although participation among disadvantaged pupils is lower than desired. Leaders are actively working to increase attendance in these clubs.
High expectations from leaders and teachers contribute to a positive learning environment. Pupils produce neat and tidy work, demonstrating focus and engagement in their activities. Teachers effectively redirect students who may lose attention, fostering a culture of participation and confidence in sharing ideas.
Leaders have made commendable strides in improving reading standards, collaborating closely with the academy trust to provide support for staff. Reading lessons emphasize a range of comprehension skills, and teachers select challenging texts that engage students. The curriculum has been reviewed, and ambitious plans are in place to ensure clarity in what pupils should learn as they progress through the school. Subject leaders monitor the quality of learning and provide necessary support to teachers.
Despite these strengths, there are areas for improvement. Some pupils finish tasks quickly and lack additional work to reinforce or extend their learning. This can hinder their ability to build on prior knowledge. Additionally, while the curriculum is well-sequenced, some students struggle to recall what they have learned, indicating a need for strategies that enhance retention.
Pupils with special educational needs and disabilities receive well-planned activities and a broad curriculum. The special educational needs coordinator ensures that these pupils follow a curriculum similar to their peers, collaborating with external agencies for effective support.
Pupils learn the importance of healthy relationships, tolerance, and respect, participating in activities that promote safety awareness. Leaders and governors are dedicated to the school's improvement, fostering strong community links and a supportive staff culture. Staff feel valued and appreciate the training and support provided by leaders.
The safeguarding arrangements at High Hazels Junior School are effective, prioritizing pupil safety through thorough checks and regular training for staff. Clear reporting systems for concerns are in place, and staff are diligent in following up on any issues.
To further enhance the school's effectiveness, leaders should focus on implementing new curriculum plans across all subjects and ensuring that pupils have opportunities to consolidate their learning. Continued support for teachers in developing strategies to aid retention will also be essential for building on pupils' knowledge.
