Wallisdean Junior School

What Ofsted said

From the inspection on 24 March 2026

Pupils come to school and enter a warm, inclusive and respectful environment where they feel supported and valued. They talk confidently about the school’s words for learning: respectful, resilient, confident, independent, resourceful and responsible. Teachers help pupils to develop these qualities. Staff give them strategies to be resilient rather than solving problems for them, for example. This helps pupils to develop their independence. Pupils have positive relationships with staff and with each other. They experience a secure sense of belonging. Pupils enjoy their learning. They find lessons interesting and understand how teachers help them to learn. Most pupils read regularly. This helps them to become more fluent. However, for some pupils, reading with fluency and accuracy is not as developed. Pupils value the wide range of opportunities that help them discover their interests. These include clubs, trips and workshops. Leaders remove barriers to participation so that all pupils can take part. Pupils who are disadvantaged or have special educational needs and/or disabilities feel included and take part fully in school life. Older pupils apply for roles in school, which they carry out maturely. They understand and value the school’s democratic process. Younger pupils enjoy responsibilities too, such as being librarians or members of the 'green team'. Pupils feel safe. They have trusted staff they can talk to. Bullying is rare and dealt with quickly when it occurs. Assemblies and class discussions provide a safe way for pupils to express their views about current matters. Pupils enjoy coming to school. They attend well. Pupils value the rewards and recognition they receive and understand why attending regularly matters. They feel part of a supportive community and are well prepared for the next stage of their education.

What the school should improve

• Leaders should ensure that strategies to develop reading fluency are embedded, so pupils quickly develop their reading skills and can achieve well across the curriculum.
• Leaders should make sure the identified actions for pupils with special educational needs and/or disabilities are precise and appropriate so that this leads to achievable next steps.

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