Tipton Green Junior School

What Ofsted said

From the inspection on 24 March 2026

Pupils enjoy coming to school because they feel welcomed and included. This sense of belonging helps pupils feel safe, secure and ready to learn each day. The school's values of ‘being ready, respectful and safe’ shape pupils’ conduct and support the positive relationships seen across the school. Improvements to the curriculum and teaching mean pupils typically achieve well from one year to the next and are ready to move to secondary school. Teaching helps pupils build knowledge in sensible steps. Pupils speak with enthusiasm about their lessons and the activities that make learning fun. Writing linked to the Grinch story, for example, captured pupils’ interest and encouraged thoughtful pieces about how small acts of kindness could help the Grinch’s heart grow. Pupils with special educational needs and/or disabilities receive help that makes a difference. Staff are becoming better at tailoring tasks so that pupils with additional needs can participate fully in lessons. Leaders make sure that targeted support closes gaps in pupils’ knowledge swiftly. Pupils behave sensibly in lessons. Conduct around school is generally orderly. In the playground, pupils enjoy spending time in the reading and writing nooks. Each week, pupils look forward to earning a ticket for the school’s secret garden, where they spend time exploring nature. Bullying is rare, and pupils trust staff to deal with concerns quickly. Pupils understand how to keep themselves safe online, how to manage friendships and when to speak to a trusted adult. Attendance has improved because leaders’ work has helped more pupils attend regularly. Pupils build a clear sense of belonging and responsibility within the school and community. They contribute positively through roles such as reading ambassadors and sports leaders. Pupils’ interests are broadened through activities such as wool craft and cricket, while visits enrich pupils’ learning.

What the school should improve

• Leaders, in collaboration with the trust, should continue to strengthen consistency in the curriculum and teaching so that improvements in pupils’ achievement are sustained over time and secure higher standards.
• Leaders should further support staff to adapt learning activities that are even more closely matched to the needs of pupils with special educational needs and/or disabilities.

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