Alvaston Junior Academy

What Ofsted said

From the inspection on 3 July 2024

Pupils recognise and appreciate the positive relationships they have with staff. They receive high-quality pastoral support. Pupils know that they must be kind and respect others. They understand that everyone is different, but equal. They know they can speak to a trusted adult about a worry, no matter how small. Pupils feel safe and happy. They enjoy attending this school. All pupils benefit from studying the broad and ambitious 'inspire curriculum', however teaching of the curriculum is not always consistently high quality. Teachers have high expectations of how pupils should behave. Pupils follow the school's 'STARS' rules. Teachers are consistent in their approach to manage pupils' behaviour. This ensures that the school is calm and orderly, and a place where pupils can learn. Pupils benefit from lunchtime activities in which they get to participate in sports and games. Pupils who prefer to be in a less busy environment can attend the 'In Club'. However, further opportunities to develop pupils' talents, interests and character are not well established. Parents and carers value the visibility of staff at the start and end of the school day. They feel they are better listened to than they were previously.

What the school should improve

• Some teachers do not have a firm grasp of what is the most important knowledge for some of the subjects they teach. They do not teach this precisely and as a result, pupils do not remember this knowledge well. The school must ensure that teachers focus more precisely on teaching the most important knowledge in the curriculum.
• There are occasions when teachers present too much information at once. Some pupils struggle to keep up, in particular some pupils with SEND. Consequently, they do not achieve as well as they should. The school must ensure that teachers present information more carefully and consider better adaptations for pupils with cognitive needs.
• Teachers do not consistently check that pupils have secured and remembered what they need to know for future learning. As a result, some pupils have gaps in their knowledge which are not always addressed. The school must ensure that teachers use assessment more precisely to identify and address gaps in knowledge.
• The personal development offer is not yet well embeded. Not all pupils get to hone their talents, develop new interests or consistently benefit from the school's work to help them develop a strength of character. The school must embed consistently the planned range of opportunities to develop pupils' talents, interests and character.
• Those responsible for curriculum leadership do not always have the necessary time, skills and knowledge to evaluate the quality of education. As a result, there is not always a sharp prioritisation of exactly what to improve next. The school must ensure that curriculum leaders have the knowledge and skills to improve the quality of education.

Read the full Ofsted report (opens in a new tab)