Bottesford Junior School

What Ofsted said

From the inspection on 29 October 2024

The school has set high expectations for all groups of pupils, including pupils with special educational needs and/or disabilities (SEND). This is evident in work in English and mathematics. However, weaknesses in the curriculum and the way it is delivered mean that pupils do not build rich bodies of knowledge in each subject. Pupils are happy to attend this warm and nurturing school. Relationships between adults and pupils are respectful and trusting. These relationships reflect the school's values of respect, community, enthusiasm, environment and kindness. Behaviour is good. Pupils are polite and welcoming. They are extremely supportive of one another in the classroom and around the school building. Pupils are keen to join in with class discussions. The curriculum provides pupils with opportunities to learn how to stay safe, including when using the internet. Pupils take responsibility for a wide range of roles in school. For example, they take part in a vote to appoint the school's 'Thomson Team', whose members act as ambassadors for the school. Pupils enjoy participating in visits to interesting places that bring the curriculum to life. For instance, pupils enjoyed visiting the 20-21 Visual Arts Centre to create self-portraits with different materials.

What the school should improve

• Leaders have not identified important knowledge in some subjects. This means that teachers cannot emphasise this knowledge when teaching the curriculum. As a result, pupils do not build on what they know or can do in these subjects. The school should provide clarity about what pupils should learn so that their learning builds securely over time.
• The school does not check how well the curriculum is being taught carefully enough. This means that it cannot be sure if pupils are learning what is set out in the curriculum. The school does not know what needs to be done to improve how well pupils learn in each subject. The school should ensure that there is a rigorous process in place to evaluate how well the curriculum is delivered.
• In some subjects, teachers do not check what pupils have learned. In other subjects, these checks are carried out but the information gathered is not used to inform future teaching. This means that some pupils develop gaps in their knowledge that are not swiftly identified and addressed. The school should ensure that there are appropriate assessment strategies in place and that staff have the expertise to use them consistently well.

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