Noremarsh Junior School, located in Royal Wootton Bassett, Swindon, underwent an inspection on February 8 and 9, 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behavior and attitudes, and leadership and management. The school had not been previously inspected under section five of the Education Act 2005.
The inspection revealed that while leaders have made some changes to the curriculum design in certain subjects, they have not effectively identified the key knowledge that pupils need to learn and retain across the curriculum. This has resulted in several subjects, including reading, remaining underdeveloped. Although many pupils exhibit good behavior, being polite and respectful, there are instances of low-level disruption when lessons do not align with their needs. Some teachers have not set high enough expectations for pupil conduct, leading to disengagement and a lack of pride in their work among some students.
Leaders are committed to fostering responsible citizenship among pupils, with initiatives such as charity fundraising events organized by school ambassadors. Pupils have access to a variety of after-school clubs, which they appreciate as opportunities to explore their interests and talents. The school promotes a love of reading, providing various genres and storytelling opportunities. However, the approach to teaching reading, particularly for older pupils, lacks effectiveness, and those struggling with reading do not have access to suitable materials.
In mathematics, leaders have established a clear teaching approach, and pupils express enjoyment in the subject. However, gaps in knowledge persist, particularly in times-tables, which affects their ability to solve problems. Teachers do not consistently check for understanding, hindering pupil progress in mathematics.
Support for pupils with social, emotional, and mental health needs is generally effective, with some teachers adapting learning for those with special educational needs and disabilities. However, individual learning needs are not always met, and targets for some pupils lack precision.
Some leaders are new to their roles and have not yet conducted checks on the implementation of their subjects. This has resulted in a lack of clarity regarding the essential knowledge pupils should acquire in the wider curriculum, leading to gaps in understanding in subjects like history and geography.
The school ensures that pupils learn about British values and respect individual differences, fostering an environment where discrimination is not tolerated. Pupils have opportunities to develop leadership skills through various roles, such as ambassadors and sports leaders.
The safeguarding arrangements at the school are effective, with well-trained staff able to identify signs of abuse and clear procedures for reporting concerns. Leaders act swiftly to provide necessary support for pupils and families.
To improve, the school needs to establish a well-sequenced and ambitious reading curriculum, ensuring high expectations for all pupils, including those with special educational needs. Additionally, leaders must identify essential knowledge in the wider curriculum to help pupils build their understanding over time. Teachers should also maintain high expectations for pupil attitudes to learning, promoting pride in their work and focus in lessons.
