Reading & Inclusion

First I was in 4F with Mrs Scott. All pupils seemed engaged, focused, and interested in the subject King Harold and the Anglo Saxon’s so lots of blood and death involved.

Each table had a plan which had the main parts of the story in a brief description, the children then had to re word their version of the story encouraging them to expand on their vocabulary looking up words in the dictionary and using punctuation.

At the end a few children were asked to read out what they had wrote, some had done well but one had copied the plan down.

Then they moved on to maths 6 times tables. Whole numbers using the multi stick and number lines which seemed such a useful method I believe most of the children understood the methods and seemed pleased with themselves that they were getting the correct answers.

This was rounding whole numbers and rounding decimals the multi stick definitely made it look easy.

Next all the children sat at the front very excited and had a game on the white board with the Bubble Multiples and again it was enjoyable to watch how they were all engaged and helping each other to get the right answers to ensure they won. It seemed a great way of learning times tables and team effort.

After break I was in 5E reading (2d inference skills). Basically all children were listening. Interaction were good. Children could answer questions when asked and they explained and justified their answers with evidence from the text.

They understood all the different kinds of books from fiction to non fiction and could explain what each subject was about e.g. romance : relationships, happy ending; Science fiction : technical, about the future or outer space.

They were then set a challenge – boys on romance. They were offered 10 dojos each to read the book only 1 boy wanted to do it. Would be interesting to find out if they did do it and got their dojos.

Thank you to Miss Hicks and 5E.

Next we went into 3E. They were using background knowledge of what they had read to connect it to the text, My Neighbour’s Dog is Purple. e.g. Was it a dog or crocodile ? This was made up to make the story interesting the class was fully engaged and lots of hands were up to answer questions. They also had actions to do about the story which they all enjoyed.

Very pleasant class and enthusiastic. Miss Quinn always seems to be smiling and I think this helps to keep the class positive. Thank you for letting me come into class.

4W – Hundred mile an hour dog. Jeremy Strong. The children had to learn facts from the books encouraging them to read the stories. They had strategies for readers, Predicting, feelings, words and their meanings, facts about characters. They had to look at the beginning, middle and end of the story what they liked or didn’t like, comment if they liked the book or not.

Everyone was engaged they had mixed feelings about the book, they was very enthusiastic to tell me what they did or did not like about the book. Overall I believe most liked the book. This class was more vocal than any of the other classes we had been into but they seemed more interactive with each other talking about their thoughts and feelings on the book. Thank you to Mrs Yeu for letting me into her class.

I then popped into the LSA meeting in the staff room about encouraging to read.

They were passing around passports about each child on SEN register. What is important about the child, their support, what they are good at or what they need help with. Explaining to each other about each individual child so they all had a basic understanding of each child. I think this is a brilliant idea and must make it easier for each child and LSA who have to sit with each other. I had to leave after this so I cannot comment on anything else in the meeting.

I really enjoyed the morning in with the children I found them all very pleasant and approachable. They used their manners well and put their hands up rather than shouting out. Thank you everyone for a lovely morning.

Swimming Gala

Congratulations to the gala squad who competed in the first round of the Wickford gala. The RESULTS ARE IN! We won the Y3/4 as well as the Y5/6 galas so everyone has qualified for the finals next term. WELL DONE!

Overall Wickford Race Positions 

SchoolNorth CrescentWickford JuniorGrangeRunwellOakfieldAbacusHilltop Junior
Y3 & 4
Y5 & 6

Ofsted Report

This school continues to be good.

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team provide clear direction and parents and staff alike recognise the high quality of leadership in your school. There is a consistent approach to teaching and learning which leads to pupils making good progress as they move through the school. Leaders and governors are excited about the merger with The Wickford Infant School to form a primary school in September 2018. They have a clear vision of how this will benefit the current pupils of Wickford Junior School through wider subject choices.

The previous Ofsted inspection identified many strengths which you have built upon. You continue to ensure that a topic-based curriculum together with a range of high-quality enrichment experiences keep your pupils interested and motivated. For example, pupils studying the history of World War ll also designed and built Anderson shelters and tested their resistance using a range of materials. Pupils talked about singing Greek songs, and cooking a Greek meal at home, during a topic on Ancient Greece.

Pupils and their parents expressed their appreciation of the willingness of staff to give extra time to enrich and extend learning. Pupils spoke of the enjoyment they get from attending a range of clubs, including sports, dance, drama, choir and gardening. Pupils are offered many interesting learning experiences, for example working with the National Portrait Gallery and taking part in a residential outdoor pursuits week. Pupils have opportunities to take on responsibilities, and spoke, for example, about performing duties as school councillors, form monitors, sports leaders and running their own tuck shop.

Wickford Junior School is a warm and welcoming school. Pupils are confident and articulate and these skills are developed through discussion and debate. Pupils present their work with pride and display strong attitudes towards learning, their school and each other. Personal development, behaviour and welfare continue to be particular strengths of the school. You ensure that effective care and support is offered to vulnerable pupils. Pupils talked about the good support and advice they receive about staying healthy, including how to maintain good mental health. Parents spoke very highly of the support offered to pupils who have special educational needs and/or disabilities.

Pupils report feeling safe at school. Pupils engage in a range of activities to ensure that bullying is prevented and are proud to be anti-bullying ambassadors. As a result, bullying and discrimination are rare and pupils trust adults to resolve any concerns that they may have. Pupils have a good awareness of when they may be at risk in a range of situations, including when using the internet, and how to manage these effectively. Parents are confident that their children are well looked after.

Full Ofsted Report 2017