Oliver Tomkins Church of England Junior School

What Ofsted said

From the inspection on 6 January 2026

The school is a happy and welcoming environment. Pupils enjoy school. They feel safe and well cared for. However, pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, do not achieve as well as they should. Outcomes in the national tests pupils take at the end of key stage 2 are lower than national averages. While the school has been developing its curriculum and teaching, the impact of this work is not embedded across all subjects. As a result, in some subjects, pupils do not have a secure understanding and recall of their learning. This means that they are unable to build on what they have previously learned. While leaders understand the school’s strengths and areas for development, actions to bring about improvements have not been quick enough. As a result, pupils are not as well prepared for their next steps as they should be. Leaders strive to ensure that pupils achieve a sense of belonging in the school. They are successful in doing so. Relationships are warm and supportive. Staff know pupils well. Pupils appreciate the support they receive from staff. They know that if they have a worry, there are staff to talk to who will help them. Pupils generally behave well and attend regularly. They are polite and well mannered. The recently introduced approach for lunchtimes has been welcomed positively by pupils and staff. Pupils now thoroughly enjoy a range of activities at social times, such as den building. This helps to promote positive behaviour and encourages pupils to collaborate and cooperate with each other. Pupils learn to be positive members of the school community. For example, they take part in performing arts activities and local sporting competitions. These experiences build confidence and teach pupils how to contribute positively to their community, helping to prepare them for life in modern Britain.

What the school should improve

• Leaders should ensure that the curriculum is fully developed and that effective teaching is embedded across the school so that learning activities and curriculum implementation support pupils to build their knowledge securely across all subjects. • Leaders should ensure that gaps in pupils’ learning are addressed and that actions to improve achievement support pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, to secure better outcomes and be ready for their next stage of learning. • Leaders and governors should strengthen their systems and processes for strategic oversight and assure themselves that the impact of development work is leading to improvement. • The school should ensure that the pupil premium strategy is implemented consistently and monitored effectively, including through ongoing, high-quality training and support for staff, so that disadvantaged pupils achieve well.

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