Alvaston Junior Academy, located in Derbyshire, was inspected on July 3 and 4, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, personal development, and leadership and management also marked as requiring improvement. However, the behavior and attitudes of the pupils were rated as good. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected in this capacity.
The principal, Christine Bower, leads the school, which is part of The Harmony Trust. The trust is overseen by CEO Anthony Hughes and a board of trustees chaired by Andrew McCully. The school has a strong pastoral support system, and pupils appreciate the positive relationships they have with staff. They feel safe and happy, understanding the importance of kindness and respect for others. The school promotes a broad and ambitious curriculum known as the ‘inspire curriculum,’ although the quality of teaching is inconsistent.
Teachers maintain high expectations for pupil behavior, and the school environment is calm and orderly, allowing for effective learning. Lunchtime activities provide opportunities for pupils to engage in sports and games, while those seeking a quieter environment can attend the ‘In Club.’ However, there is a need for more opportunities to develop pupils’ talents and interests.
Parents and carers have noted improvements in communication and visibility of staff, feeling more listened to than in the past. The school has defined aims for what pupils should achieve in each subject and year group, referred to as ‘crucial curriculum content.’ While the curriculum is logically organized, not all teachers fully understand how to implement it effectively, leading to gaps in pupils’ learning.
Reading is prioritized, with a phonics curriculum in place for pupils with special educational needs and disabilities (SEND) and those at earlier stages of reading. Teachers deliver the reading curriculum consistently, helping pupils become better readers. However, there is significant variation in teaching quality across subjects. In some lessons, teachers effectively check pupils’ understanding, while in others, too much information is presented at once, hindering some pupils, particularly those with SEND, from achieving their potential.
The school has robust procedures to support pupil attendance, and pupils demonstrate positive attitudes towards their education. The approach to supporting those who struggle to meet expectations is a strength of the school. Emotional and social needs are well identified and met, with some pupils receiving support through the school’s inclusion hub, facilitating their reintegration into regular classes.
There are some opportunities for broader personal development, such as visits to a science museum and participation in concerts. The school is working on embedding the ‘Harmony pledge’ to help pupils broaden their experiences. However, the personal development offer is not yet well established, and not all pupils have the chance to develop their talents or interests consistently.
Staff express pride in working at the school, noting that leaders consider their workload and well-being. Governance is understood, and the trust has a robust plan for ongoing improvement. Safeguarding arrangements are effective, ensuring pupil safety.
To improve, the school must ensure that teachers focus on the most important knowledge in the curriculum and present information in a way that all pupils can grasp. There is a need for consistent assessment practices to identify and address gaps in knowledge. The personal development program requires further embedding to ensure all pupils can develop their talents and character. Additionally, those responsible for curriculum leadership need the necessary time and skills to evaluate and improve the quality of education effectively. Overall, while the school has strengths, particularly in pupil support and behavior, there are significant areas for development to enhance the educational experience for all pupils.
