Crich Junior School

What Ofsted said

From the inspection on 8 October 2024

There is a family feel to this school community. Everyone feels welcome. Pupils, particularly pupils with special educational needs and/or disabilities (SEND), quickly settle in. The adults get to know them very well indeed. Pupils feel safe and secure in the knowledge that adults are always looking out for them. Pupils' happiness is really important here. When pupils arrive each morning, they complete the 'mood tracker'. If they are sad or angry, pupils know that someone will check in on them. Pupils select their own trusted adult. If they prefer not to talk, they put their worry in the 'bother box' and still get help. Pupils are kind and considerate. Playtimes are harmonious and occasional disagreements are soon resolved. Older pupils look out for the younger ones. Parents typically say this is a 'wonderful' place where 'children thrive'. While pupils achieve well academically, the school's high ambitions stretch to growing confident and responsible citizens. Staff encourage pupils to be reflective and independent thinkers. Pupils play an active role in their village community. They look after the school's animals and tend to the garden. They sing to local residents and help to serve lunches at the community centre.

What the school should improve

• In a few subjects, the curriculum is not well organised. There are sometimes long periods before areas of knowledge are revisited. The approaches used to help pupils remember what has been taught before are not as effective as they are in other subjects. As a result, pupils' knowledge in these subjects is not as secure as it should be, and they find it harder to connect their learning. The school should ensure that the curriculum is designed effectively, in a manner that supports pupils to remember well what they have been taught.
• Staff are not well trained in supporting pupils at the very early stages of learning to read. This means that a few pupils do not get the right help to become fluent readers as quickly as they could. Their learning across the curriculum is also hindered because staff do not appropriately adapt tasks that involve reading. The school should make sure that staff have the expertise to support the few pupils who are at the early stages of learning to read effectively.

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