Jervoise School, located in Weoley Castle, Birmingham, has undergone an ungraded inspection on 27 and 28 February 2024. The overall judgement remains good, although evidence suggests that a graded inspection might yield a lower rating. The headteacher, Simon Byrne, leads the school, which is part of the DRB Ignite multi-academy trust, overseen by CEO Robert Bowater and trustee chair David Sheldon.
Pupils at Jervoise School report feeling happy and safe in an inclusive environment. Leaders have made significant efforts to enhance educational quality, and parents acknowledge the improvements, though they recognize that further work is necessary. The school has implemented measures to address unwanted behavior, with pupils understanding the expectations of being ready, respectful, and safe. Support is provided for those needing assistance in maintaining good behavior, and effective actions are taken to handle bullying incidents.
The school is committed to ensuring all pupils succeed academically. A broad curriculum is offered, with a strong emphasis on reading and mathematics. However, some pupils struggle to develop fluency and confidence in reading, and gaps in basic writing skills hinder their overall achievement. Educational visits and after-school clubs, including sports, cookery, and yoga, are popular among pupils, enriching their learning experience. Key stage two pupils also learn French and play musical instruments, fostering a love for learning.
Despite facing challenges in recent years, including high staff turnover and leadership changes, the school is making progress. The curriculum is ambitious and well-structured, focusing on essential subject knowledge and vocabulary. Teachers effectively check pupils' understanding in most subjects, preparing them for more complex tasks. For instance, in geography, pupils apply their knowledge to understand climate zones, while in art, they discuss various art forms using knowledge of renowned artists.
The mathematics curriculum is well-organized, providing a strong foundation for early number recognition and understanding. The introduction of extra sessions to reinforce key knowledge is beginning to show positive results, as evidenced by pupils' performance in the Year 4 multiplication tables check. Leaders have also improved early reading instruction through a structured phonics program, with most pupils acquiring necessary phonics skills. However, the reading curriculum beyond phonics is still developing, and some pupils lack support in comprehension and fluency, limiting their progress.
The writing curriculum is in the early stages of implementation, with pupils writing for various purposes. However, weaknesses in spelling, punctuation, and handwriting are not consistently addressed, affecting overall writing quality. The school has enhanced its systems for identifying and supporting pupils with special educational needs and disabilities, ensuring they have clear learning plans and appropriate resources.
A new behavior policy has raised expectations, and staff consistently follow the established systems. Most pupils exhibit good behavior, and disruptions to learning have decreased significantly. Attendance is regularly monitored, and the school collaborates with families to address attendance issues, which remain a priority.
The school prioritizes pupils' well-being and personal development, with pupils discussing mental health awareness and participating in a pupil parliament that promotes understanding of democracy and human rights. Staff express positivity about the school, feeling valued and supported by leadership.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. However, the school must focus on improving the consistency of the writing curriculum and providing adequate support for developing reading comprehension and fluency skills. Addressing these areas will enhance pupils' overall educational experience and prepare them for future academic challenges.
