School etc

Harlescott Junior School

Harlescott Junior School
Featherbed Lane

phone: 01743 462087

headteacher: Miss S Peters

reveal email: admi…

school holidays: via Shropshire council

312 pupils aged 7—10y mixed gender
360 pupils capacity: 87% full

165 boys 53%


145 girls 46%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 351747, Northing: 315282
GPS coordinates
Latitude: 52.733, Longitude: -2.716
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 9, 2013
Region › Const. › Ward
West Midlands › Shrewsbury and Atcham › Battlefield
Urban > 10k - less sparse
Free school meals %

rooms to rent in Shrewsbury

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List of schools in Shrewsbury

School report

Harlescott Junior School

Featherbed Lane, Shrewsbury, SY1 4QN

Inspection dates 9–10 July 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Inadequate 4
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

In 2013 the school results show that at the
Attainment has risen and progress is now
Effective training for all staff ensures that
end of Key Stage 2 pupils’ attainment is
above the 2012 average at Level 4 for
reading, writing and mathematics. Pupils’
attainment is above the 2012 average for
Level 5 in writing and mathematics. These
results are a significant improvement on
those of a year ago.
good for all year groups because of good
teaching, effective monitoring and use of
robust pupil information by teachers to
carefully match work to pupils’ starting
teaching assistants contribute strongly to the
good progress pupils now make.
Pupils behave well and feel safe. Relationships
The headteacher communicates a clear vision
are good between pupils and staff.
for the school and works determinedly to
ensure the school is the best it can be. The
senior leadership team and middle leaders
regularly monitor the quality of teaching and
learning. They identify and ensure that good
practice is effectively shared.
There is not enough teaching that is
Pupils’ progress in writing has improved but it
is not yet as consistently good as progress in
reading and mathematics in all year groups.
Inspection report: Harlescott Junior School, 9–10 July 2013 2 of 9

Information about this inspection

  • Inspectors observed 16 lessons taught by 10 teachers. Nine observations were made jointly with
    the senior leadership team. A group of pupils took inspectors on a walk around the school to
    look at displays and their work. Inspectors listened to a small group of pupils read.
  • Inspectors held meetings with senior and middle leaders, groups of pupils, the Chair of the
    governing body and other governors.
  • The views of parents who responded to Parent view, the online questionnaire, were analysed.
    Inspectors took into account the views of parents who spoke to the inspection team. The results
    of 27 staff questionnaires were analysed.
  • Inspectors analysed the 2012, 2011 and 2010 end of Key Stage 2 results and the unvalidated
    results from 2013. They analysed the school’s data on the progress pupils had made from their
    starting points and their current progress. Inspectors reviewed a range of school documents,
    including the minutes of meetings, curriculum plans, records relating to safeguarding and
    behaviour and data on attendance and exclusions. They looked at the school’s self-evaluation
    and the school’s improvement plans.

Inspection team

Michelle Parker, Lead inspector Her Majesty’s Inspector
Alan Jarvis Additional Inspector
Inspection report: Harlescott Junior School, 9–10 July 2013 3 of 9

Full report

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of
the opinion that the school no longer requires special measures.

Information about this school

  • The school is a larger-than-average junior school.
  • The vast majority of pupils are from White British backgrounds. A few pupils are from a
    variety of minority ethnic backgrounds. A very small number of pupils speak English as an
    additional language.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is above average. The proportion of pupils supported at school action
    plus or with a statement of special educational needs is more than double the national
  • The proportion of pupils known to be eligible for the pupil premium, additional funding for
    pupils known to be eligible for free school meals, looked after children and pupils from
    service families is well above average.
  • The school meets the government’s current floor standards, which set the minimum
    expectations for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Increase the amount of teaching which is outstanding so that all pupils make rapid progress
    ensuring that pupils have opportunities to practise and build their writing skills in all writing
Inspection report: Harlescott Junior School, 9–10 July 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • At the time of the previous inspection, attainment in Year 6 was in decline in both English and
    mathematics and the school did not meet the government’s floor standards. Attainment in Year
    6 has improved markedly over the last two years. In 2012 it was above the national average for
    English and mathematics for Level 4 and above. Over the last year improvement is most evident
    in the proportion of pupils attaining Level 5 in writing and mathematics.
  • In 2012, the proportion of pupils that made expected progress in English and mathematics
    matched national expectations. Expected results this year show further improvement and more
    pupils have made accelerated progress.
  • Current work in pupils’ books, exploring topics in geography, history and science, especially in
    Years 5 and 6, shows that pupils are working at above average standards.
  • The strong results in reading are largely because of the carefully structured daily reading
    sessions. Pupils are encouraged to use their knowledge of letters and sounds to read unfamiliar
    words and decode their meaning. Both teachers and teaching assistants check pupils’
    understanding as they read to them and quickly identify and address any problems. This ensures
    all pupils make good progress in developing their understanding and in extending their
  • Pupils talk with confidence about the characters in the book they are reading. The wide range of
    both fiction and non-fiction and the use of e-books have ensured that pupils enjoy reading
    widely and independently. The development of pupils’ reading is a strong feature in all lessons,
    especially topic work.
  • Pupils’ writing has improved. There are plenty of opportunities in all subjects to write at length.
    Written work is well presented and carefully structured and reflects pupils’ good reading skills in
    developing and widening pupils’ vocabulary. Opportunities are sometimes missed to ensure that
    pupils use their new learning in their next piece of writing. Drama is used very effectively to
    deepen pupils’ understanding of what might drive characters’ actions. Year 6 pupils used role
    play to gain insight into Macbeth’s motivation for murdering Duncan.
  • Pupils have a good understanding of number, shape, space and measure and they enjoy solving
    numerical problems. They organise their work well and can use mathematical language
    accurately to explain their thinking.
  • Disabled pupils and those who have special educational needs attain better than those groups
    nationally. This is because the school carefully identifies individual pupils’ needs and designs
    work to address them well. Pupils enjoy tasks on the computer which support their learning in
    mathematics and reading. They enable pupils to practise their information and communications
    technology skills and identify clearly the areas they know well and those they need to
    concentrate on to improve.
  • The progress of pupils’ eligible for the pupil premium has greatly improved. At the time of the
    last inspection their attainment in English and mathematics was one year behind that of other
    pupils in the school; currently it is one term behind. This is because the pupil premium is spent
    wisely to provide effective additional support for individuals and small groups to boost their
The quality of teaching is good
  • Teachers plan interesting and exciting work for pupils. The pace of learning is appropriately
    matched to the activities and allows pupils to concentrate and deepen their understanding.
    Lessons are characterised by pupils absorbed in activities which they find interesting and which
    enable them to build on the knowledge which they bring to tasks.
  • Pupils enjoy learning and their views are used to plan topic work. They work well in groups and
    listen well to each other and the teacher. Teachers’ questioning encourages pupils to express
    their thoughts well. Teachers identify gaps in pupils’ understanding or misconceptions, and
    reshape learning to address them effectively.
Inspection report: Harlescott Junior School, 9–10 July 2013 5 of 9
  • All work is well presented and neat. Teachers ensure that handwriting is consistently good and
    meets the school’s high expectation. Pupils are taught to shape letters accurately and
    systematically develop joined up writing. Pupils begin writing with ink once their writing is of the
    required standard and this encourages pupils to strive to form letters clearly from an early stage.
  • The work provided for different groups is accurately matched to pupils’ needs. Teaching
    assistants are effectively deployed because they are involved in teachers’ planning and so have
    an accurate understanding of the learning needs of pupils and learning objectives. This ensures
    that pupils working in small groups are well supported and make good progress.
  • Teachers and teaching assistants have an accurate view of the National Curriculum level that
    pupils are working at. Pupils’ progress is tracked conscientiously by teachers. Regular meetings
    are held with teachers and the headteacher and senior staff to monitor pupils’ progress. This
    ensures that work in English and mathematics is at the right level to provide appropriate
    challenge to all groups of pupils.
  • Teachers’ marking is of a high standard. All books are regularly marked with detailed advice on
    the next steps in learning. At the start of each lesson pupils make corrections and act on the
    suggestions for improvement made by teachers. All work is marked for spelling, punctuation and
    grammar. Teachers ensure that pupils’ learning of topics in mathematics is secure before moving
    on. In English, opportunities are sometimes missed to practise and consolidate pupils’ skills in
    future writing tasks.
The behaviour and safety of pupils are good
  • Pupils behave well. Their good behaviour is reinforced through each class’s own behaviour code.
    Pupils understand and are committed to keeping to the rules because they have written them.
    They use them to encourage each other to behave well. School buddies in Year 5 are used
    effectively at break and lunch times to strengthen pupils’ respect for one another and
  • Pupils and families have a positive attitude to school and learning. This is reflected in the
    improvement in attendance. Instances of pupils taking holidays during term time are rare.
  • Pupils are well mannered and courteous to each other, staff and visitors alike. Relationships are
    respectful. Pupils said bullying was rare and dealt with swiftly. Pupils feel safe and understand
    how to keep themselves safe. They know how to use social networking sites and mobile phone
    technology sensibly.
The leadership and management are good
  • The headteacher provides calm, consistently good leadership. She has identified the talent within
    the staff and nurtured it well to provide good leadership at all levels. Consequently all staff
    understand and promote the school’s ethos well.
  • Teaching has improved because of the rigorous, week by week monitoring of planning and
    pupils’ learning coupled with high quality training which is linked to the needs of individual staff.
    Teachers’ performance is monitored and a system is in place to link pupils’ achievement to
    teachers’ pay appropriately.
  • Since the previous inspection, the school has introduced an on-line system for tracking pupils’
    progress, which is used well by teachers to help them to plan lessons. All staff accurately assess
    and record the standard of pupils’ work. This enables the school’s managers to monitor reliably
    the attainment and progress of pupil groups in each year.
Inspection report: Harlescott Junior School, 9–10 July 2013 6 of 9
  • Self-evaluation is robust and provides a secure basis for improvement. School leaders
    understand what the school needs to do to improve and communicate priorities to all staff
  • The curriculum is broad and balanced and builds effectively on the interests of all pupils. Topic
    work encourages pupils to apply their learning in English, mathematics and science in ways
    which combine to reinforce their skills and understanding of each subject. Teachers use the
    programmes of study to ensure there is appropriate coverage of all subjects and good
    progression and application of pupils’ skills, knowledge and understanding. Opportunities to
    promote pupils’ spiritual, moral, social and cultural development are identified well. All pupils
    understand and can talk about the current ‘value’ for the month, which is ‘hope’, because it is
    incorporated into all aspects of school life and their class learning.
  • The school’s safeguarding arrangements meet statutory requirements.
  • The local authority provides an appropriate level of support and challenge through its regular
    meetings with senior staff.
  • The governance of the school:
    The governing body has a detailed and accurate understanding of all aspects of the school’s
    work. It is working towards Governor Mark accreditation. Governors have carried out an audit
    of their capabilities and training needs and reorganised their committees to make best use of
    governors’ skills. The standards committee appropriately challenges the headteacher through
    questioning which probes information relating to pupils’ achievement and the quality of
    teaching. Governors have an accurate view of teaching and the link to teachers’ performance
    and pay. They understand how the pupil premium funding is spent and how it provides value
    for money. They evaluate the impact their work and understand how it improves the school.
Inspection report: Harlescott Junior School, 9–10 July 2013 7 of 9

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

Inspection report: Harlescott Junior School, 9–10 July 2013 8 of 9

School details

Unique reference number 123393
Local authority Shropshire
Inspection number 411284

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.

Type of school Junior
School category Community
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 277
Appropriate authority The governing body
Chair Malcolm Price
Headteacher Stephanie Peters
Date of previous school inspection 26-27 September 2011
Telephone number 01743 462087
Fax number 01743450182
Email address reveal email: head…


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