Alverstoke Church of England Aided Junior School

About Alverstoke Church of England Aided Junior School Browse Features

Alverstoke Church of England Aided Junior School

Name Alverstoke Church of England Aided Junior School
Ofsted Inspection Rating Good
Address The Avenue, Alverstoke, Gosport, PO12 2JS
Phone Number 02392580450
Type Primary
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 264 (56.4% boys 43.6% girls)
Number of Pupils per Teacher 26.9
Local Authority Hampshire
Percentage Free School Meals 8.7%
Percentage English is Not First Language 2.3%
Persistent Absence 1.9%
Pupils with SEN Support 8.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (09 March 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

This is a larger than average voluntary aided junior school. It has two classes in each year group, except Year 4, where there are three classes. Pupils arrive at the school with prior attainment which is typically well above the national average. The proportion of pupils who have special educational needs and/or disabilities is well below the national average. There is an average percentage of pupils who have a statement of special educational needs or an education, health and care plan. The school has a lower than average percentage of pupils who are eligible for free school meals. A very small proportion of pupils are from minority ethnic groups and only a very small fraction of pupils speak English as an additional language. Almost a fifth of pupils are from service families. The headteacher and chair of the governing body were not in post at the time of the last inspection. All of the senior leadership team are relatively new in post, having all been appointed to their current posts within the past two years. The school meets the government?s floor standards, which identify the minimum expected standards for pupils to achieve by the end of key stage 2. It is not classed as a coasting school. The school meets requirements on the publication of specified information on its website. When the school received its most recent statutory inspection of Anglican and Methodist schools (SIAMS), it was judged to be outstanding for its distinctiveness and effectiveness as a Church of England school.

Summary of key findings for parents and pupils

This is a good school Leaders, staff and governors are united in a common goal to keep pupils safe and help them achieve of their very best. An ethos of improvement and ambition exudes from all involved in the life of the school. The school values of love, grace and hope are evident throughout the school. Staff, governors and parents value the thoughtful and determined actions of leaders and teachers. Everyone works very well together to keep making the school even better. Pupils attend school regularly and behave extremely well. They are respectful and supportive of each other, and of staff and visitors. Pupils are cared for exceptionally well. The comprehensive curriculum equips pupils well for the future. Pupils? thinking and interpersonal skills are developed well across a broad range of subjects. Plentiful high-quality opportunities develop pupils? social, moral, spiritual and cultural understanding effectively. Pupils are prepared extremely well for moving onto secondary school and for life in modern Britain. Teachers use their strong subject knowledge effectively to help pupils make good progress. They know how well pupils are achieving and plan next steps in learning carefully. Pupils make very good progress in writing by the end of Year 6. In 2016, the proportion of pupils achieving age-related expectations and a greater depth of learning in writing was well above the national average. The percentage of pupils currently in school who achieve at least age-related expectations in reading, writing and mathematics is typically at least in line with the national average. The most able pupils achieve well but do not make rapid enough progress from their high starting points, especially in mathematics. Learning does not challenge them consistently to use higher order reasoning skills. Disadvantaged pupils and those who have special educational needs and/or disabilities make rapid progress. This is because staff understand their needs well and remove barriers to learning effectively. Pupils? progress in mathematics and especially reading has been weaker than writing in the past. Leaders? actions to address this are making a difference but have not currently led to consistently rapid progress across all year groups in reading and mathematics.