Telford Junior School

What Ofsted said

From the inspection on 7 July 2026

Pupils enjoy school and are proud to be part of the Telford Junior family. Typically, they attend school regularly. Staff get to know each pupil as individuals, celebrating their strengths and achievements. Pupils feel safe because they know an adult will always listen if they have a worry. Staff work as a united team to break down barriers to pupils’ learning or wellbeing. This contributes to the inclusive ethos of the school. Leaders make sure all pupils have opportunities to join in every part of school life. The school provides a range of opportunities for pupils to develop their skills and grow in confidence such as school council, wellbeing ambassadors and computer squad. Pupils take their lessons seriously but have fun while learning. They talk with enthusiasm about the activities they undertake, such as a trip to Stratford to learn about Shakespeare or a visit to the Houses of Parliament. Everyone shares a love of reading and pupils regularly visit the well-stocked library. This helps pupils to develop their reading and language skills. Pupils share pride in their own and their peers’ achievements and celebrate these in weekly assemblies. Pupils make progress in all areas of school life and are ready for secondary school. Pupils can develop their interests through a range of additional activities, such as sports clubs, drama club and coding club. These opportunities broaden pupils’ horizons and develop their interests and talents. Pupils understand fundamental British values. They demonstrate respect to others and value difference. The school's values of ‘care, achieve, respect and enjoy’ guide them to recognise the importance of kindness and inclusion. Pupils behave well. They do not tolerate discrimination of any form. They are clear that bullying is not tolerated and that adults make it stop.

What the school should improve

• Leaders should ensure that pupils have sufficient opportunities to learn, practise and embed basic skills in handwriting so that they can write fluently across the curriculum.
• Leaders should strengthen communication with parents and carers so that they receive timely information to support their child's education and school experiences, while taking account of staff workload.
• Leaders should make better use of information from their tracking systems to identify patterns and trends in behaviour and attendance more precisely, enabling them to respond promptly to any emerging issues.

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