Croftlands Junior School

What Ofsted said

From the inspection on 30 June 2026

Pupils have a sense of belonging at Croftlands Junior School. It is a warm and welcoming place to learn. Pupils enter the building eager to see their friends and to get started with their learning. For some pupils, they do not attend school as often as they should. This means that they miss out on important learning and social interaction with their peers. Pupils feel safe and happy. They have positive relationships with staff, who know them well and nurture them as individuals. Staff take time to get to know pupils and their families. Pupils are able to speak to staff about their worries. They know that staff will act quickly if they have any concerns. Bullying is not tolerated and dealt with swiftly. Pupils behave sensibly in lessons and during social times. They play well together and enjoy the opportunities to sing and dance at breaktimes. Pupils are caring and accepting of difference. They follow routines confidently because they know what is expected of them. Pupils are positive about the wider opportunities the school offers and talk enthusiastically about the range of clubs, activities and trips they undertake. Pupils with special educational needs and/or disabilities and disadvantaged pupils receive additional help to participate in all aspects of school life. These opportunities help pupils begin to develop the confidence they need for life in modern Britain. Staff work closely with parents and carers to find out what will help pupils to feel positive about school and settle down quickly to their learning. Pupils develop the positive attitudes to learning they need to face challenges with confidence. Pupils enjoy learning and talk enthusiastically about their lessons. However, some pupils do not achieve as well as they should across the curriculum. They struggle to build their knowledge securely and are not as well prepared for the next stage of their education as they should be.

What the school should improve

• Leaders should ensure that there is a consistent and precise approach to how teachers use assessment to accurately identify and address errors and misconceptions in pupils’ work.
• Leaders should continue to build on their work to improve pupils’ attainment, so that pupils are better prepared for the next stage of their education.
• Leaders should build on the work they have done to improve persistent absence to further develop the support and challenge for pupils, who do not attend school as well as they should.

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