Dorothy Barley Junior Academy

What Ofsted said

From the inspection on 28 March 2023

This is a caring school where pupils are taught to include everyone. For example, buddies make sure that everyone has someone to play with at break time. Leaders regularly ask pupils about what could make school a better place for everyone. One pupil, reflecting the views of many, said, 'I feel like I matter in this school. The school makes lots of changes based on what we say to make us more comfortable'. Leaders have high aspirations for the achievement of all pupils, including those with special educational needs and/or disabilities (SEND). They have recently made the curriculum more ambitious to help all pupils achieve more highly. Pupils are happy and well cared for. They know the school's 'golden rules' and enjoy earning points for positive behaviour. They are regularly rewarded with certificates and prizes. Classrooms and corridors are typically calm, orderly places. Pupils concentrate on their work. They get along well together in the playground. Pupils benefit from a wide range of experiences beyond the classroom, including regular visits to local museums. They regularly help others. For example, pupils contribute to the school's community foodbank fridge.

What the school should improve

• In some cases, activities chosen do not focus sharply enough on the knowledge set out in the curriculum. As a result, in some areas of the curriculum, pupils' knowledge develops less sharply and securely than leaders intend. Leaders should check carefully that work given to pupils is routinely well matched to the aims of the curriculum.
• In some cases, teachers do not check how well pupils have understood new content during their lessons. As a result, some pupils have misconceptions which are not identified and corrected swiftly. In other cases, pupils do not move on to more complex tasks when they are ready to, and spend time completing work that does not build on their prior knowledge. Leaders should ensure that all teachers make effective use of formative assessment to decide when to adapt their teaching to meet the needs of their pupils.
• Some pupils have had high levels of absence from school. As a result, they have not had the full benefit of the education offered by the school. Leaders should follow through with planned new procedures to address pupils' absence, to further improve attendance rates of pupils who are frequently absent from school.

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