Sawley Junior School
phone: 0115 9733626
headteacher: Ms Alison Burton
268 pupils capacity: 108% full
145 boys 50%
145 girls 50%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 447208, Northing: 332028
- GPS coordinates
- Latitude: 52.884, Longitude: -1.2999
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 24, 2013
- Region › Const. › Ward
- East Midlands › Erewash › Sawley
- Urban > 10k - less sparse
- Free school meals %
- Sawley Infant and Nursery School NG103DQ (349 pupils)
- 0.5 miles Lakeside Infant School NG103GN
- 0.5 miles Dovedale Primary School NG103HU (311 pupils)
- 0.8 miles The Long Eaton School NG103NP
- 0.8 miles Westbrook Special School NG103NP
- 0.8 miles The Long Eaton School NG103NP (1285 pupils)
- 0.9 miles Stanton Vale School NG103NP (80 pupils)
- 1.1 mile Firfield Primary School DE723EF (411 pupils)
- 1.2 mile Brooklands Infant School NG101BX
- 1.2 mile St Laurence CofE VA Primary School NG101DR (183 pupils)
- 1.2 mile Brooklands Primary School NG101BX (439 pupils)
- 1.3 mile Parklands Infant and Nursery School NG104BJ (257 pupils)
- 1.3 mile Brooklands Junior School NG101BW
- 1.3 mile Trent College NG104AD (1151 pupils)
- 1.4 mile Wilsthorpe Community School NG104WT (763 pupils)
- 1.4 mile Brackenfield Special School NG104DA (70 pupils)
- 1.5 mile Harrington Junior School NG104BQ (227 pupils)
- 1.5 mile English Martyrs' Catholic Primary NG104DA
- 1.5 mile English Martyrs' Catholic Primary NG104DA (281 pupils)
- 1.7 mile Highfield Primary School NG104HR
- 1.7 mile Focus School - Long Eaton Campus NG104HR (91 pupils)
- 2 miles Draycott Community Primary School DE723NH (238 pupils)
- 2 miles Grange Primary School NG102DU (461 pupils)
- 2.1 miles Longmoor Primary School NG104JG (326 pupils)
Sawley Junior School
Wilmot Street, Sawley, Nottingham, NG10 3DQ
|Inspection dates||24–25 September 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
| The senior leadership team has ensured that |
All groups of pupils make good progress and
Teaching is good and some is outstanding.
the quality of teaching and pupils’
achievement in English and mathematics
have improved since the last inspection.
achieve well during their time in the school.
Teachers have high expectations and plan
lessons effectively to meet the needs of
pupils with different abilities.
| Pupils enjoy school, they feel safe and their |
Pupils read well, they are interested in reading
The school actively promotes pupils’ physical
good behaviour helps them learn successfully.
and enjoy a wide range of texts. Leaders have
moved swiftly to raise standards in writing and
reduce the gap in achievement in mathematics
between vulnerable pupils and their
well-being and their outstanding spiritual,
moral, social and cultural development.
| Not enough teaching is outstanding to make |
The governing body is not yet playing a full
sure that all groups of pupils make excellent
progress and maximise their achievement.
role in moving the school to become
| Leaders of subjects other than English and |
mathematics have not yet had a strong enough
impact on improving the quality of teaching
and pupils’ learning.
|Inspection report:||Sawley Junior School, 24–25 September 2013||2 of 9|
Information about this inspection
- Inspectors observed 31 lessons or parts of lessons, across all age groups. Seven of the
observations were completed jointly with the headteacher. Inspectors also listened to pupils read
and observed behaviour at the start of the day, break time and lunchtime.
- Discussions were held with the headteacher, senior leaders, other members of staff, governors,
a representative of the local authority, pupils and parents.
- Inspectors looked at policies, self-evaluation and development planning, monitoring records,
minutes from meetings, information about pupil progress, safeguarding documents and samples
of pupils’ work.
- Thirty-nine responses to Parent View, Ofsted’s online questionnaire, 26 returns of the staff
questionnaire and the school’s own parental survey were taken into account.
|Simon Mosley, Lead inspector||Additional Inspector|
|Andrew Truby||Additional Inspector|
|Janis Warren||Additional Inspector|
|Inspection report:||Sawley Junior School, 24–25 September 2013||3 of 9|
Information about this school
- The school above-average sized.
- An average proportion of pupils are known to be eligible for the pupil premium, which provides
additional funding for children in the care of the local authority and for pupils known to be
eligible for free school meals.
- Most pupils are from White British backgrounds and, of the small proportion who come from
minority ethnic backgrounds, six speak English as an additional language.
- The proportion of disabled pupils and those with special educational needs who are supported
by school action is above average whilst the proportion supported at school action plus and with
a statement is below average.
- The school meets the government’s current floor standards, which set out the minimum
expectations for attainment and progress.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching so that pupils, in all subjects and year groups,
make excellent progress by ensuring that
teaching strategies and resources interest all pupils and encourage them to take responsibility
for their learning
pupils are given sufficient opportunities to respond to comments when their work is marked,
particularly in mathematics, so that they can make improvements
teaching assistants are used effectively in all lessons to help pupils learn successfully
opportunities are extended for teachers to learn from the very best practice and take on board
the features that result in pupils’ excellent progress.
- Strengthen the school’s leadership by
developing the role of staff in further improving pupils’ progress and skills in all year groups in
the subject for which they are responsible
ensuring that the governing body has the knowledge, skills and understanding to fully hold
senior leaders to account in their drive to be an outstanding school.
|Inspection report:||Sawley Junior School, 24–25 September 2013||4 of 9|
|The achievement of pupils||is good|
- There have been considerable improvements in raising achievement in English and mathematics
since the previous inspection. As a result of good teaching and their positive attitude towards
learning, pupils are now making good progress.
- The 2013 Year 6 national test results show that most pupils made good progress and some
pupils made outstanding progress in reading, writing and mathematics. There has been a
marked improvement in writing since the previous year. The school’s own data on current Year 6
pupils’ achievement, observations of pupils’ learning and the quality of work in their books
confirm that pupils make good progress in writing.
- Different groups of pupils, including the most able, throughout the school achieve well. Senior
leaders track the progress pupils make very carefully and this means that timely additional
support is provided to individuals or groups of pupils when required. Boys and girls have
responded very positively to the planned opportunities for completing extended writing tasks and
this is reflected in the rapid progress seen in all years.
- Disabled pupils and those who have special educational needs make good progress. The school’s
special educational needs co-ordinator uses the information about these pupils to make sure that
additional support improves their learning. As a result, some pupils make outstanding progress
in their knowledge, skills and understanding.
- The most recent information shows that the attainment of pupils for whom the pupil premium
provides support was in line with their classmates in English but almost a year behind in
mathematics. Effective strategies are boosting pupils’ progress in both subjects and the gaps
seen previously are closing.
- Pupils enjoy reading. Opportunities are provided for pupils to read widely and often and
volunteers hear children read on a regular basis. Weaker readers have a good range of
strategies to help them work out how to read new words and understand texts. The school’s
information on the progress made in reading, confirmed by inspectors listening to pupils read
and observing their learning, show that these strategies are having a positive impact.
|The quality of teaching||is good|
- Teaching has improved since the last inspection. Lessons are planned to meet the needs of all
pupils, including the most able, so pupils of different abilities and needs make equally good
progress in English and mathematics.
- Where teaching is the most effective the features of practice that result in the very best learning
are routinely shared, teachers use questions effectively to elicit what pupils know, understand
and can do and the school’s tracking system is used well to inform the specific tasks set for
pupils and target setting. These approaches underpin pupils’ rapid progress.
- Reading, writing and mathematics are taught well across the school and teaching makes a
significant contribution to pupils’ excellent spiritual, moral, cultural and social development. For
example, after reading an extract from a novel, skilful questioning of pupils in a Year 5 literacy
lesson allowed them to develop a deeper understanding of the thoughts and feelings of other
|Inspection report:||Sawley Junior School, 24–25 September 2013||5 of 9|
- Teaching assistants are often used effectively to enhance the learning of particular pupils or
groups of pupils, but this is not always the case. Similarly, pupils work well independently, in
pairs, in groups and during whole class activities. However, at times, they are given too much
direction, this hampers their learning and so they do not make rapid progress.
- Pupils are given constructive and clear feedback in lessons and this allows them to move on in
their learning. Marking is generally more effective in literacy than mathematics. Where it is best
it is regular, gives clear next steps and teachers enable pupils time to respond to their comments
in order to improve subsequent pieces of work.
|The behaviour and safety of pupils||are good|
- Pupils enjoy school and they are proud to be members of the school community. They have
positive relationships with the staff and each other and, during the inspection, the atmosphere
and behaviour in the school dining hall were exemplary.
- Pupils are polite, welcoming and friendly, they display good manners and their conduct is
responsible and considerate of others. They value the school’s rewards system and are keen to
make the most of the opportunities for them to take on responsibilities in the school and the
- In lessons, pupils behave well and this contributes to their good progress. They listen carefully,
follow instructions, respond positively to clearly established routines and complete tasks to the
best of their ability. However, they do not always take full responsibility for their own learning.
- Pupils feel safe in school. Almost all parents who expressed views agree that their children are
safe in school and staff, parents and pupils all indicated that pupils behave well. This is
supported by they fact that the number of exclusions and instances of poor behaviour continues
- Bullying is rare. Pupils understand what it means to be unkind to someone else and they are
aware of different types of bullying. In addition to this, they are confident that staff would deal
quickly with any unkindness if it happens.
- As a result of enthusiastic engagement with school activities the above-average attendance of
pupils continues to improve.
|The leadership and management||are good|
- The senior leadership team, supported by the governors, are taking decisive action that is
improving the quality of teaching and pupils’ achievement. This includes setting challenging
targets, monitoring progress towards these targets and linking these to the management of
- School leaders closely check the school’s work to arrive at accurate self-evaluation. They have
set out carefully chosen priorities for raising achievement by improving the quality of teaching.
|Inspection report:||Sawley Junior School, 24–25 September 2013||6 of 9|
- Regular checks on the quality of teaching mean that senior leaders know where there are
strengths and weaknesses. Specific training is offered to staff and, when necessary, leaders
have provided additional support and challenge to individual teachers to make sure that their
teaching improves. Some teachers have worked together to share and observe the best practice
and this has worked well but not all staff are yet fully involved in this process.
- The staff with specific responsibilities in English, mathematics and special educational needs are
leading improvements in their areas. However, senior leaders recognise that the leadership roles
of other staff are still in the process of development.
- To support the strong development of spiritual, moral, social and cultural awareness that takes
place in lessons, pupils have many opportunities to take part in sporting, cultural and social
activities such as netball, theatre visits and residential experiences.
- The school has detailed plans indicating how the primary sports funding will be used to increase
participation in sports and develop healthy lifestyles, better physical well-being and also allowing
pupils to reach the performance levels of which they are capable. These plans build upon
enhancing the use of the school’s sports facilities, including a swimming pool, the use of external
coaches in physical education lessons and the promotion of healthy lifestyles both in lessons and
- The school’s safeguarding arrangements meet requirements. Staff and governors have received
the appropriate training and, as the school works closely with other agencies, pupils who are at
most potential risk are very well protected.
- The school works hard to engage with all parents to help pupils do their best in school. The
majority of parental views shared with the inspection team indicated that parents are happy with
the quality of education and care provided by the school.
- The local authority has provided appropriate support to the school, including assisting the
headteacher as she has taken action to improve the quality of teaching and raise pupils’
achievement. Officers have also delivered training to the governors and supported them during
the headteacher’s performance management process.
- The governance of the school:
Governance has improved since the last inspection. Governors take an increasingly key role in
closely checking the work of the school and in holding leaders to account.
As governors attend meetings, visit the school regularly and link with particular areas they
have a thorough understanding of the quality of teaching in the school. They understand how
the performance of teachers is managed, know how the best teachers are rewarded and they
have been involved in the process of tackling underperformance.
Governors know that there has been an improvement in pupils’ achievement and have looked
at how the school’s results compare to similar schools and all schools nationally.
They ensure that the school’s finances are properly managed and they are aware of the
impact of the pupil premium funding and are involved with the plans for allocating the primary
school sport funding.
Governors are aware that they have yet to build all the skills, knowledge and understanding
required to fully support the school’s drive to become an outstanding school.
|Inspection report:||Sawley Junior School, 24–25 September 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:||Sawley Junior School, 24–25 September 2013||8 of 9|
|Unique reference number||112689|
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||290|
|Appropriate authority||The governing body|
|Date of previous school inspection||24 January 2012|
|Telephone number||0115 9733626|
|Fax number||0115 9734036|
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