Harlescott Junior School
phone: 01743 462087
headteacher: Miss S Peters
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 %
- 0.2 miles Tuition, Medical and Behaviour Support Service SY14NG (45 pupils)
- 0.3 miles Sundorne School and Sports College SY14LL
- 0.3 miles Sundorne School and Sports College SY14LL (529 pupils)
- 0.4 miles Sundorne Infant School SY14LE (358 pupils)
- 0.9 miles Condover College Limited SY13GZ
- 1 mile The Wilfred Owen School SY25SH (233 pupils)
- 1 mile The Grange School SY13LP
- 1 mile Severndale SY25SL
- 1 mile The Grange School SY13LP (383 pupils)
- 1 mile Severndale SY25SL (370 pupils)
- 1.1 mile The Grange Infant School SY13QR
- 1.1 mile The Grange Junior School SY13QR
- 1.1 mile Greenacres Primary School SY13QG (168 pupils)
- 1.1 mile Katharine Elliot School SY25SL
- 1.1 mile Robert Clive Special School SY25SL
- 1.1 mile Grange Primary SY13QR
- 1.1 mile Grange Primary SY13QR (296 pupils)
- 1.2 mile Mount Pleasant Junior School SY13BY
- 1.2 mile Mount Pleasant Primary SY13BY (278 pupils)
- 1.3 mile Mount Pleasant Infant School SY13BX
- 1.3 mile The Martin Wilson School SY12SP (208 pupils)
- 1.4 mile Belvidere Primary School SY25YB (225 pupils)
- 1.4 mile Shrewsbury Cathedral Catholic Primary School SY12SP (151 pupils)
- 1.5 mile Belvidere School SY25LA (804 pupils)
Harlescott Junior School
Featherbed Lane, Shrewsbury, SY1 4QN
|Inspection dates||9–10 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|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.
|Michelle Parker, Lead inspector||Her Majesty’s Inspector|
|Alan Jarvis||Additional Inspector|
|Inspection report:||Harlescott Junior School, 9–10 July 2013||3 of 9|
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
- 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|
|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
|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 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|
|Unique reference number||123393|
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|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||277|
|Appropriate authority||The governing body|
|Date of previous school inspection||26-27 September 2011|
|Telephone number||01743 462087|