Bounds Green Junior School

What Ofsted said

From the inspection on 19 May 2026

Pupils enjoy attending this welcoming and inclusive school, where they feel valued, supported and safe. Pupils trust staff to help them if there are problems. Staff know pupils well. They are attentive to changes in pupils’ moods or wellbeing. Pupils understand that bullying is unkind and does not reflect the school’s values. They are confident that staff deal with any incidents appropriately. Pupils understand the importance of treating others with respect. They appreciate that people have different backgrounds and needs. Pupils include and support classmates, who need extra help to participate fully in lessons and play. Behaviour around the school is calm. Pupils generally attend well. Leaders know the small number of pupils who struggle to attend regularly and work closely with families to improve attendance. At social times, pupils enjoy playing and spending time together. Most pupils cooperate well and organise their play sensibly. Some pupils need occasional reminders to make positive choices during unstructured times. In lessons, pupils focus well. They look forward to opportunities to discuss ideas and share opinions. Pupils enjoy reading. Most read confidently and fluently. Across the curriculum, pupils use subject-specific vocabulary well, such as ‘evaporation’ in science. Pupils achieve well in mathematics. Leaders recognise that some pupils do not achieve as well in writing as they should. Leaders are working to ensure that there are consistently high standards in pupils’ written work. Staff help pupils with special educational needs and/or disabilities to rehearse classroom routines so that they can participate in learning alongside their peers. As a result, these pupils develop confidence and engage positively in lessons. Pupils take part in a range of wider opportunities, including learning to play musical instruments, girls’ football and Taekwondo. Educational visits, including trips overseas, provide pupils with memorable experiences. Pupils are prepared well for secondary school.

What the school should improve

• Leaders should ensure that staff deliver the writing curriculum consistently well, addressing errors and misconceptions precisely and maintaining high expectations.
• Leaders should continue to use their analysis of attendance information to identify and address the barriers affecting pupils with special educational needs and or/disabilities so that attendance for this group improves further.

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