Howden Junior School

What Ofsted said

From the inspection on 2 December 2025

Pupils at Howden Junior School love coming to this vibrant and welcoming school. They are polite, happy and naturally inquisitive, meaning that they benefit from all the school has to offer. Pupils' pride in their school is instantly recognisable. They enthusiastically share the knowledge they have gained from their learning. Over time, leaders have developed high- quality curriculums across different subjects and year groups. Lessons engage pupils, drawing them in and enhancing their learning. Broadly, pupils benefit from having barriers to learning identified and removed. As a result, pupils achieve well. For example, pupils with special educational needs and/or disabilities and those who are otherwise disadvantaged achieve especially well in reading. Pupils are well prepared for their next stage of education. The sense of belonging to the school is palpable. Pupils look out for one another. They are included in all aspects of school life. Pupils enjoy positive relationships with staff. There are high expectations for pupils' behaviour and attitudes. These expectations are understood across the school. Pupils who sometimes struggle to manage their emotions are well supported by caring staff. Attendance is usually high. Pupils' wellbeing is supported by staff who respond quickly to individual needs. The school's value of 'care' is very evident and helps pupils to feel safe. Bullying is rare, and any concerns are quickly addressed. The plan of enrichment opportunities beyond the curriculum ensures that pupils' wider development is a high priority. There are many opportunities for pupils to take on additional responsibilities. For example, the wellbeing ambassadors are proud of the difference they make around school. House captains also take pride in their roles. Pupils at Howden Junior School blossom. They are well prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that the school's processes to identify gaps in knowledge for some pupils are well known and embedded so that effective provision and curriculum adaptations continue to further close those gaps.
• Leaders should ensure that highly effective professional development opportunities are accessed by all staff to build and continually improve staff's expertise in adapting learning tasks to precisely meet pupils' needs.

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