Unstone Junior School

What Ofsted said

From the inspection on 13 January 2026

This is a school of contrasting qualities. On one hand, pupils are happy to be in school, they behave well and they attend well. However, at the same time, pupils do not learn well here. There are significant weaknesses in the quality of the curriculum and standards of teaching. Leaders have not done enough to address these issues. As a result, pupils’ learning, their attainment and the progress they make more widely are all limited. The school has not ensured that teachers understand the barriers to learning that disadvantaged pupils may face. As a result, teachers do not ensure that their needs are met. Work for those with special educational needs and/or disabilities (SEND) is not well matched to what they know. This means that they too do not learn as well as they should. Despite these issues, pupils begin the school day with a positive and warm welcome. They are happy to be in school. They attend well. Pupils’ wellbeing is a priority for the school. Leaders make sure that pupils feel happy and ready to start the school day. Pupils play and socialise well together during social times across the different year groups. The school has high expectations of pupils’ behaviour. Pupils behave well. They are friendly and polite. They learn in calm classrooms, free from disruptions. Pupils understand that everyone is respected and treated fairly. They know that staff care for them and will sort out any worries, including if bullying were to happen. This makes pupils feel safe in school. Pupils benefit from wider experiences through after-school clubs, including fencing and art. They enjoy their leadership roles, for example, when making decisions as a school councillor. Older pupils reflect on their own beliefs and those of others. They know right from wrong. They are well prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that they have a full and accurate understanding of the quality of the curriculum and teaching. They should ensure that they prioritise the most important areas for improvement, including taking swift action to improve the quality of teaching, and work strategically to monitor the impact of these initiatives.
• Leaders, including governors, should ensure that there is the capacity to support progress in the school. Leaders should ensure that an appropriately qualified special educational needs coordinator is in place.
• Leaders should ensure that teachers use assessment information to check what pupils already know, in particular, when adapting learning for pupils with special educational needs and/or disabilities (SEND).
• Leaders should ensure that teachers develop sufficient expertise in the teaching of reading to meet the needs of all pupils, ensuring that gaps in pupils’ learning are identified and acted on, to improve all aspects of pupils’ reading and writing.
• Leaders should ensure that they monitor the implementation of provision for vulnerable groups, including those with SEND and disadvantaged pupils.
• Governors should ensure they have an accurate understanding of the school’s priorities and provision for disadvantaged pupils so that they are well placed to challenge and support leaders’ work.

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