Shelton Junior School

What Ofsted said

From the inspection on 23 June 2026

Pupils thrive and are happy at this school. They live up to the school’s motto for them to ‘learn, trust and succeed’ in a safe and nurturing environment. Pastoral support is readily available. Pupils can access several resources that support their mental health and well-being effectively. For example, a qualified counsellor visits the school every week. Trained members of staff provide thoughtful individual or group sessions where pupils can raise any worries or concerns. Pupils behave well. They listen carefully in lessons and are keen to work hard. Positive relationships enable pupils to build confidence and make the most of their learning. Pupils treat one another, and adults, with respect and kindness. They say that everyone is welcome at their school, regardless of any differences or needs. Many say that staff keep them safe and sort out any occasional problems or bullying that may occur. Disadvantaged pupils, and those with special educational needs and/or disabilities (SEND), receive support from caring staff who understand and support their needs. The school’s ‘Eureka’ provision enables pupils with SEND to access a bespoke, well-taught curriculum that supports their learning well. Leaders are keen to broaden pupils’ horizons beyond their local community. Well-considered trips and activities provide plenty of enrichment opportunities. For example, pupils enjoy live theatre productions and residential visits. These experiences help pupils to develop their personal skills and wider cultural understanding. Leaders have worked successfully to ensure that standards of achievement in reading and English grammar, punctuation and spelling, have recently improved. In other areas, such as mathematics and writing, pupils do not achieve as well. This includes disadvantaged pupils. National test results in those subjects over time remain below the national averages at the end of year 6.

What the school should improve

• Leaders should ensure that the recent improvements in pupils’ achievement are sustained, so that a greater proportion of pupils, including those who are disadvantaged, achieve at least in line with national averages in reading, writing and mathematics by the end of Year 6.
• Leaders should refine and strengthen further their approach to monitoring the progress of pupils who have barriers to learning, to ensure that those barriers are overcome and that these pupils make consistently strong progress from their starting points.

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