Shakespeare Junior School

What Ofsted said

From the inspection on 13 January 2026

Pupils feel safe at this nurturing school. Staff and pupils have positive, caring relationships. Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly. For example, pupils in the school's specialist resourced provision for pupils with SEND receive targeted support that helps them to thrive. Where needed, pupils receive adapted resources that help them to become increasingly independent. Pupils enjoy their learning, feel included and develop a clear sense of belonging. Generally, pupils engage well with the curriculum, and most make appropriate progress from their starting points. However, for some pupils, including some disadvantaged pupils, learning is less secure. Gaps in their knowledge of reading, mathematics and handwriting are not always identified and addressed quickly enough. Staff do not consistently check pupils’ understanding. As a result, some pupils move on to new learning without securing key foundations. This makes it harder for them to embed and apply important skills by the end of key stage 2. Pupils are well prepared for life in modern Britain. They know and respect the school's ASPIRE values. They learn about how to form healthy relationships with each other. Bullying is uncommon, but incidents are resolved quickly if they do occur. Pupils behave well and respond positively to staff expectations. Pupils have very positive attitudes to their learning and are respectful towards each other and adults. Attendance is improving and is close to national averages.

What the school should improve

• Leaders should ensure that pupils learn the knowledge, skills and vocabulary set out in the curriculum securely over time so that achievement improves for all pupil groups, including disadvantaged pupils. • Leaders should ensure that writing is taught across the curriculum effectively, so that pupils develop secure handwriting, spelling and punctuation, including those with high prior attainment. • Leaders should ensure that the curriculum, including the newly introduced phonics and mathematics programmes, is taught consistently well across classes and subjects, so that pupils build their knowledge securely over time. • Leaders should ensure that professional learning equips staff with the expertise they need to improve the quality of education through targeted and effective feedback and support. • Leaders should analyse the performance of different vulnerable groups of pupils with greater precision so they can identify priorities to improve their attendance and achievement.

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