Inglewood Junior School

What Ofsted said

From the inspection on 19 May 2026

The school’s ethos of valuing every pupil is evident in the welcoming start to each day and in the way staff support pupils in feeling part of the community. Pupils are safe. They understand the school’s behaviour expectations and respond well to the consistent routines in place. Most pupils behave sensibly in lessons and show positive attitudes to learning. Occasional low-level disruption is addressed promptly by staff. Pupils understand what bullying is and know that concerns are dealt with fairly. Pupils with additional needs are supported to manage their emotions. For example, through access to calming spaces, such as ‘The Den’, pupils swiftly re-engage in learning. Warm relationships between pupils and staff help pupils feel settled and ready to learn. Pupils enjoy their learning and participate well in the activities provided. They show pride in their work in some subjects. However, not all pupils achieve as well as they could. Gaps in key knowledge, especially in writing, mean that some pupils struggle to show their understanding clearly. In some subjects, the curriculum is not sequenced well enough to help pupils build securely on what they have learned before. Staff make practical adjustments in lessons, which help pupils with barriers take part in learning more successfully. Even so, these changes have not led to improved attainment in published data. Therefore, some pupils are not fully prepared for their next stage. Through residentials, sports competitions, choir performances and seasonal clubs, pupils build confidence and discover new interests. Leadership roles, such as school council, eco-ambassadors and librarian responsibilities, help pupils develop a sense of responsibility. Pupils learn how to stay safe, form healthy relationships and understand risks in the wider world. They attend regularly and enjoy being part of the community. Pupils feel known and supported by the adults around them.

What the school should improve

• Leaders and governors should strengthen monitoring and evaluation of the curriculum so they can gain an accurate understanding of pupils’ learning and provide effective challenge and support.
• Leaders should ensure pupils secure essential writing foundations, including spelling, handwriting and punctuation, so gaps close quickly and pupils write with accuracy.
• Leaders should ensure that subjects are sequenced clearly so pupils build securely on prior learning and develop the knowledge that leads to sustained improvements in pupils’ attainment.
• Leaders should establish a consistent approach to assessment so that teachers can accurately check pupils’ understanding and adapt teaching to address gaps promptly.
• Leaders should ensure that learning tasks consistently align with the intended curriculum, so that pupils build knowledge securely and achieve well.

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