Tredworth Junior School

What Ofsted said

From the inspection on 11 January 2023

Tredworth Junior School lies at the heart of the local community. It serves its pupils well, providing them with an inclusive learning environment. Pupils feel well cared for. There are strong relationships between the pupils and adults. Staff go over and above to support pupils' well-being. Leaders are ambitious for pupils, including those with special educational needs and/or disabilities (SEND). Pupils enjoy their learning and take pride in their work. They demonstrate strong attitudes to learning and most pupils in school are learning well. Pupils are respectful, courteous and a credit to the school. They conduct themselves well when moving around the school and in lessons. Staff manage behaviour well. They have high expectations of all pupils. Pupils report that there is little or no bullying in their school. They know who they can talk to if they do have any worries or concerns. Leaders have created a school where every pupil is equal and has access to the same opportunities. These include a range of visits and trips which help to enrich the curriculum. These experiences increase pupils' independence and resilience. They are eager to be part of the school council or eco committee to help make their school even better.

What the school should improve

• In some curriculum subjects, learning is not sequenced effectively. As a result, pupils do not build their knowledge well enough. Leaders need to ensure that the content of all subjects is well considered and carefully sequenced so that end points are clearly identified. Leaders should also ensure that there are strategies in place to check that pupils remember what they have learned.
• Pupils struggle to explain their understanding and use of strategies that support their learning, particularly in mathematics. This means that some pupils do not learn as well as they could. Leaders acknowledge that for some pupils, use of the appropriate vocabulary is weak. Leaders should ensure that all pupils have the language they need to be able to explain their mathematical thinking and reasoning.
• Some pupils do not attend school as often as they should. Consequently, they miss learning important knowledge. Leaders have monitoring systems in place. However, actions to address poor attendance are not as timely as they could be. Leaders should act swiftly to make certain that all pupils attend school regularly.

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