Queensway Junior Academy

What Ofsted said

From the inspection on 10 February 2026

Pupils are proud of their kind and welcoming school. They readily share their enjoyment of learning and talk confidently about the knowledge and facts they have learned. Pupils value their positive relationships with teachers. They know staff will help them if they ever feel worried or need help to understand their learning. Typically, pupils progress securely through the school’s ambitious curriculum. However, over time, too many pupils have not met the expected outcomes in national tests. This means they are not as academically prepared for secondary school as they need to be. Leaders are ambitious for pupils’ achievement. Their actions have started to bring about improvements. The school has high expectations for pupils’ behaviour. Pupils know the routines and expectations. They enter school calmly each morning and quickly get on with their planned learning tasks. Pupils value the consistency and fairness. They see the positive impact this has on their behaviour. Bullying is rare and dealt with quickly. As a result, pupils feel safe in school. Pupils treat each other and visitors with kindness and respect. Behaviour across the school is typically positive. Pupil leaders make a meaningful contribution to school life. They eagerly apply for these roles and are proud to be democratically elected. They act as strong role models for their peers. For example, play leaders enthusiastically organise playground games for younger pupils from the neighbouring school. They help make breaktime a positive experience. Pupils get along well and enjoy being active together in their play. The range of educational visits enrich pupils’ learning. Leaders recognises their role in providing these opportunities for all pupils. For example, every pupil in Year 6 attends the residential trip. The school removes barriers to attendance so all pupils, including disadvantaged pupils, typically attend well and access the wider opportunities and experiences available.

What the school should improve

• Leaders should continue to work closely with families to break down barriers to attendance, supporting all pupils, including those who are disadvantaged, to attend school even more regularly.
• Leaders should support staff to further develop their subject knowledge and pedagogical approaches so they can deliver the curriculum with confidence and clarity across the different subjects of learning.
• Leaders should ensure that staff have the expertise to address gaps in pupils’ knowledge effectively, particularly for the key foundations of learning, including pupils’ transcriptional writing skills.

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