Sherwood Junior School
phone: 01623 842545
headteacher: Mrs Helen Duffy
240 pupils capacity: 88% full
115 boys 55%
95 girls 45%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 456905, Northing: 367498
- GPS coordinates
- Latitude: 53.202, Longitude: -1.1496
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 8, 2014
- Region › Const. › Ward
- East Midlands › Mansfield › Market Warsop
- Town and Fringe - less sparse
- Free school meals %
- 0.3 miles Birklands Primary and Nursery School NG200QF (168 pupils)
- 0.3 miles Birklands Primary School NG200QF
- 0.4 miles Hetts Lane Infant and Nursery School NG200AS (236 pupils)
- 0.5 miles Meden School NG200QN (816 pupils)
- 0.6 miles The Meden School and Technology College NG200QN
- 1.1 mile Church Vale Primary School and Foundation Unit NG200TE (189 pupils)
- 1.5 mile Eastlands Junior School NG209PA (120 pupils)
- 1.5 mile Netherfield Infant and Nursery School NG209PA (150 pupils)
- 2.2 miles Cuckney CofE Primary School NG209NB (102 pupils)
- 2.6 miles St Joseph's Catholic Primary NG209RP (185 pupils)
- 2.6 miles Peafield Lane Primary and Nursery School NG199PB (354 pupils)
- 2.6 miles Newlands Junior School NG190LN (174 pupils)
- 2.6 miles The Manor School NG198QA
- 2.6 miles The Manor Academy NG198QA (977 pupils)
- 2.6 miles Peafield Lane Primary and Nursery School NG199PB
- 2.6 miles St Joseph's Catholic Primary School, A Voluntary Academy NG209RP (185 pupils)
- 2.7 miles Brookfield Primary School NG209AD (168 pupils)
- 2.8 miles Model Village Primary School NG208BQ (224 pupils)
- 2.8 miles Nettleworth Infant and Nursery School NG198LD (310 pupils)
- 2.8 miles Leas Park Junior School NG198LD (276 pupils)
- 2.8 miles Northfield Junior School NG198PG
- 2.8 miles Northfield Infant and Nursery School NG198PG
- 2.8 miles John T Rice Infant and Nursery School NG190LL (182 pupils)
- 2.8 miles Yeoman Park School NG198PS (82 pupils)
Sherwood Junior School
Sherwood Street, Warsop, Mansfield, NG20 0JT
|Inspection dates||8–9 May 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|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
| As a result of stable staffing and much better |
Most children begin school with skills that are
The quality of teaching is good enabling
consistency in teaching pupils are making
good progress across the school.
typical for their age and are on course now to
leave school with standards above the
national average. Progress in mathematics is
pupils to make good progress from their
starting points. Pupils are set work which
makes them think hard and have a good
understanding of what they need to do next.
Mathematics skills are taught well throughout
| Pupils' progress is thoroughly checked with |
Senior leaders are having a strong impact on
The behaviour of pupils is good. Pupils enjoy
The school's work to keep pupils safe and
excellent feedback given to pupils on how to
improve their work even further.
improving the quality of teaching and they
monitor the progress of pupils extremely well.
coming to school and have good relations with
all staff who listen to pupils concerns. There is
a positive learning atmosphere in classes and
secure is good. Safeguarding procedures are
robust and children say they feel safe in
| The progress of pupils in reading and writing |
is not as strong as that in mathematics and in
Years 3 and 4 it is not as fast as in Years 5
| Governors do not always have a sharp enough |
During discussions with their teachers and
understanding of measuring the impact of
current school initiatives on pupils’ progress.
classmates, the range of pupils’ vocabulary and
their questioning skills are not always extended
Information about this inspection
- Inspectors observed 17 lessons or parts of lessons of which five were observed jointly with
- Inspectors listened to pupils read and looked at the work in their books.
- Meetings were held with senior leaders and different groups of people involved with the school.
These included pupils, parents, members of the governing body, members of the teaching staff
and a representative from the local authority.
- Inspectors took into account the results of the school’s recent parental surveys, the 29
responses to the online questionnaire, Parent View, letters from parents and 19 staff
- Inspectors looked at a range of documents, including plans for improvement, records of the
school’s checks on pupils’ and teachers’ performance, safeguarding and attendance documents,
minutes of meetings of the governing body and school policies.
|Faheem Chishti, Lead inspector||Additional Inspector|
|Sara Storer||Additional Inspector|
Information about this school
- Sherwood Junior School is a slightly smaller than average primary school.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average.
- The proportion supported at school action plus or with a statement of special educational needs
- The proportion of pupils known to be eligible for support through the pupil premium is above
average. (The pupil premium is additional funding for those pupils who are known to be eligible
for free school meals and those children who are looked after by the local authority.)
- The proportion of pupils from minority ethnic groups and who speak English as an additional
language is much lower than that found nationally. Almost all pupils are of White British
- The school meets the government’s current floor standards, which are the minimum
expectations for attainment and progress in reading, writing and mathematics by the end of
- The school makes use of alternative provision with a local independent school. Lessons take
place off the Sherwood school site for a very small number of the pupils.
What does the school need to do to improve further?
- Improve the quality of teaching to outstanding and thereby increase the progress that all
children make by:-
accelerate pupils’ progress in reading and writing so that it is as strong as it is in mathematics
and ensure that the progress that pupils make in Years 3 and 4 is as fast as in Years 5 and 6
extend the range of vocabulary used by pupils and their questioning skills during discussions.
- Ensure that governors are able to hold the school to account better by sharpening how they
evaluate the impact of school initiatives on pupils’ progress.
|The achievement of pupils||is good|
- Most pupils start the school in Year 3 with the skills and knowledge broadly expected for their
age. They make good progress from their starting points, with particularly strong progress made
in mathematics. The fastest progress is made in Years 5 and 6, where consistently good or
better teaching by experienced staff often results in rapid progress. Good progress is now being
made in Years 3 and 4.
- In the 2013 national tests, pupils in Year 6 reached average standards; this has typically been
the picture in previous years. However, due to improvements in teaching and the rigorous
monitoring of pupils’ progress, pupils are on course to reach improved standards this year.
- Significant improvement has been made to achievement in reading so that standards are rising
quickly. Standards in reading although average last year, have improved. The school has taken
decisive action to improve the quality of teaching further. Attainment in both reading and
writing, although on course to be above average by the end of Year 6, still does not match those
achieved in mathematics. Currently, progress in reading across the whole school is good.
- The progress and attainment of the most-able pupils is particularly strong. This is because their
needs are well planned for and that they are given work that challenges them well to think of
hypotheses, test out ideas and solve problems.
- Disabled pupils and those who have special educational needs receive effective support so that
they make similarly good progress to other pupils in the school. Those receiving additional
support to meet individual education targets, are helped to grow as confident learners as a
result of effective support provided by adults.
- The progress of pupils supported by the pupil premium is similar to other pupils in school in
reading, writing and mathematics. However, in 2013 these pupils were three terms behind their
classmates at the end of Year 6 in mathematics and four terms behind them in reading and
writing. The school’s focus on improving the progress of different groups and the support
provided through the pupil premium funding have resulted in any gaps identified closing quickly.
|The quality of teaching||is good|
- Evidence gathered from work in books and pupils' progress records shows that the quality of
teaching over time has improved and is good. Pupils’ skills are understood well and most pupils
are set work that makes them think hard.
- Pupils have a good understanding of what they are expected to learn and systematically check
their own work and that of others, often setting their own challenging targets. For example, in a
Key Stage 2 lesson, a child chose to work on his own to solve a mathematical word problem. He
said it was more challenging to solve a problem alone rather than with a partner. In another
English lesson, pupils used advanced techniques to check each others' work and to choose three
levels of learning targets. This coupled with high expectations such as words 'earning their right
on the page', ensures most pupils make rapid progress.
- The teaching of mathematics is particularly good. This is due to careful monitoring of progress
and the setting of interesting but thought provoking tasks for all pupils. Pupils' workbooks show
that mathematics is taught in inventive ways, often involving challenging problems and
- Pupils' workbooks show that their work is marked regularly and extensively. This is the case in
both writing as well as mathematics books. Pupils are given excellent guidance of how to
improve their work and often respond to teachers' comments. The quality of writing in other
areas of the curriculum is not always as strong though as that found in English books.
Nevertheless, it shows that pupils are given good opportunities to write quite extensively in other
subjects such as science, history or religious education.
- Improving the teaching of reading has been a key focus for the school. Many school initiatives
and a concerted drive by all staff to improve pupils’ reading have paid off. The extensive use of
the school library, the regular monitoring of reading in all classes and the support given by
parents at home have all contributed to much higher reading standards.
- A common feature in most lessons is pupils working in pairs or groups being encouraged to
discuss their work. Pupils say this makes learning more interesting, although the range of their
vocabulary and their questioning skills during discussions are not always extended well enough.
- Disabled pupils and those who have special educational needs benefit from good support
because all adults, and particularly teaching assistants, ensure that activities are at just the right
level to help them succeed in the tasks set. The progress of these pupils is checked regularly by
all staff, especially teaching assistants who know their needs well. This is to ensure that activities
set for these pupils have a positive effect.
- The vast majority of parents who responded to questionnaires or met with inspectors are very
happy with the quality of teaching experienced by their children.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Pupils say they enjoy coming to school. They say ‘teachers are
nice, and they always understand you when you ask a question’. This typical comment is
supported by inspectors’ observations throughout the inspection.
- Adults care about each pupil, ensure that learning is purposeful and fun and listen carefully to all
their concerns and questions. Attendance has improved and is above the national average.
- The school's work to keep pupils safe and secure is also good. The very few pupils who
sometimes display challenging behaviours are managed well by all staff through systematic
behaviour management and teaching that meets their personal needs.
- Pupils have a sound understanding of different types of bullying, including those posed by using
the internet. They say that they feel safe and well cared for.
- Pupils are beginning to take greater leadership roles in school such as helping at lunchtimes, in
assemblies, in the school library and at playtimes. The role of 'playground mediators' though is
in its early stages.
- Pupils behave well in lessons. Paired and group work is used well in allowing good opportunities
for pupils to learn from each other effectively in lessons. Pupils have good relations with each
- The views expressed by parents confirm that they feel the school is a happy, safe place and that
it ensures pupils are well behaved. Parents who responded to the online questionnaire and those
who met with inspectors expressed positive views about pupils’ behaviour and safety
|The leadership and management||are good|
- All leaders at this school work hard to ensure well-managed initiatives for improvement are
swiftly implemented and thoroughly reviewed in this good school. Better stability in staffing and
the leadership team has resulted in improvement in teaching and pupils’ achievement. This
shows good capacity to bring about continuous improvement to the school.
- The rigorous monitoring of teaching, as well as pupil progress and of measures put in place to
tackle any underperformance, have resulted in all year groups now making at least good
- Middle leaders have a good understanding of teaching throughout the school and monitor their
subjects well. The school’s use of information about pupils enables leaders to quickly identify any
that are falling behind and put measures in place to tackle them.
- Teachers' performance is carefully and rigorously checked and clear guidance is given on how to
improve further. Teachers’ individual targets are closely linked to accelerating pupils' progress.
- The rich curriculum allows pupils lots of opportunities for writing across different subjects. It
tackles discrimination through an awareness of a range of cultures which promotes equal
opportunities well. It places a high emphasis on the promotion of pupils' spiritual, moral, social
and cultural development, with particular emphasis on their social and emotional skills. For
example, whole school achievement assemblies give opportunities for pupils to gain a great
sense of achievement and to feel proud of themselves.
- Leaders in the school ensure that the progress and well-being of the few pupils educated with an
external alternative education provider are carefully checked. These pupils show good
attendance and are progressing similarly at a rate that would be expected of them.
- The school uses its sports funding allocation well to pay for the services of sports coaches who
teach physical education (PE) and provide extra after school clubs. This has given pupils a
greater awareness of healthier lifestyles as well as good quality training for teachers who take
this opportunity to learn from sports coaches to improve their own teaching of PE.
- The local authority provides good support for this school. The school also takes the opportunity
for extra support such as training to further improve the effectiveness of the governing body.
- The governance of the school:
Many members of the governing body are new in post and so are still in the early stages of
understanding their roles and responsibilities. Inspection evidence shows that governors have
a good understanding of how to measure the performance of the school and are provided with
reports which are clear and they find helpful.
Governors have a range of skills that enhance the school and ensure that senior staff are
better challenged about their performance as leaders. They do not, however, sufficiently
measure the impact of school initiatives in relation to pupils' progress.
Governors make appropriate use of information to plan the use of funding such as the pupil
premium and the new sports funding.
Governors know how teachers’ pay is related to the quality of their teaching and how well the
school has tackled underperformance. Governors ensure that there are robust safeguarding
procedures in school.
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.
|Unique reference number||122501|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||205|
|Appropriate authority||The governing body|
|Date of previous school inspection||16 January 2013|
|Telephone number||01623 842545|