Alton Park Junior School, located in Clacton-on-Sea, underwent its first inspection under the Education Act 2005 on March 13 and 14, 2024. The overall effectiveness of the school was rated as requiring improvement, with similar ratings for the quality of education, behavior and attitudes, and personal development. However, leadership and management received a good rating. The headteacher, Michelle Garnham, leads the school, which is part of the Sigma Academy Trust, overseen by CEO Lyn Wright and a board of trustees chaired by Sue Hammond.
Pupils express enjoyment in attending Alton Park Junior School and feel confident in being themselves. The school has implemented strategies to support students who require additional help with behavior. While pupils understand classroom behavior expectations, they do not consistently adhere to these expectations in other areas of the school, such as during transitions and at playtimes. The school effectively addresses instances of bullying, ensuring that pupils learn that such behavior is unacceptable.
Despite the positive environment, many pupils progress through the school without acquiring essential knowledge. Recent changes to the curriculum have not yet fully addressed existing gaps in pupils' understanding. The school offers a variety of pastoral support for students and their families, and pupils appreciate the extracurricular activities, including visits and residential experiences.
The school is in the early stages of enhancing the quality of education to align with the leaders' vision. The curriculums for English and mathematics have been prioritized, providing pupils with foundational skills necessary for accessing the broader curriculum. Subject leaders demonstrate passion and knowledge in their areas, setting clear expectations for teaching. However, there is inconsistency in how teachers implement these expectations, particularly in subjects outside of English and mathematics. This inconsistency leads to gaps in pupils' knowledge and difficulties in recalling learned material.
Reading has been prioritized to help pupils engage with the wider curriculum. Pupils begin learning to read promptly upon entering the school, with staff identifying gaps and providing targeted support to ensure that all pupils can keep up. Books are matched to pupils' phonics knowledge, aiding their reading development. Additional help is available for those who struggle with reading.
Leaders are committed to ensuring that pupils with special educational needs and/or disabilities (SEND) achieve well. Clear processes are in place for identifying these pupils, but there is variability in how effectively staff adapt learning for all students, including those with SEND. This inconsistency limits pupils' independence and their ability to fully engage with their learning.
The school emphasizes the importance of regular attendance, implementing initiatives such as a school minibus to help pupils arrive on time. This has positively impacted attendance rates, particularly among disadvantaged pupils. Relationships between staff and pupils are generally positive, with pupils feeling comfortable discussing their concerns with staff. Although the school has set high behavior expectations, these are not always met, leading to occasional disruptions in the learning environment. Most pupils engage well with their teachers and participate in discussions.
Pupils benefit from the various clubs offered by the school and enjoy trips that enhance their learning experiences. Partnerships with external organizations help raise aspirations for life beyond school. Trust leaders are actively working to improve the school, holding leaders accountable for the quality of education.
The safeguarding arrangements at the school are effective, ensuring that pupils are safe and supported. However, the school must address several areas for improvement. The curriculum in some subjects lacks clear sequencing and effective implementation, hindering pupils' ability to build secure knowledge over time. The school needs to develop a more coherent wider curriculum that ensures all subjects have a clear progression of knowledge. Additionally, staff must consistently adapt learning for all pupils, including those with SEND, to enhance their achievement. Clear behavior expectations should be established and consistently enforced by all staff to minimize disruptions and create a conducive learning environment. Overall, while Alton Park Junior School has made strides in certain areas, there remains significant work to be done to ensure that all pupils receive a high-quality education.
