Bosmere Junior School


Name Bosmere Junior School
Website http://www.bosmere.hants.sch.uk/
Inspections
Ofsted Inspections
Address South Street, Havant, PO9 1DA
Phone Number 02392482988
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 356 (48.6% boys 51.4% girls)
Number of Pupils per Teacher 26.3
Local Authority Hampshire
Percentage Free School Meals 16.6%
Percentage English is Not First Language 6.7%
Persistent Absence 5.8%
Pupils with SEN Support 14.3%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

This is a larger than average-sized three form entry junior school. Almost all pupils are from White British backgrounds.

Very few have English as an additional language. 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 slightly below average.

The proportion of pupils who are known to be eligible for the pupil premium, which provides additional funding for pupils known to be eligible for free school meals and for children in the care of the local authority, is slightly below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The proportion of pupils who join or leave the school at times other than those which are normally expected is lower than average.

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress and achieve well in all subjects. They enjoy coming to school and their attendance is above the national average.

The quality of teaching continues to improve. This has resulted in the improving standards achieved in English and mathematics, which are above the national average. Teachers plan exciting lessons to meet the needs of all pupils, including those who are disabled or have special educational needs.

Teaching assistants support pupils’ learning very well. This is a very happy school where everyone really does matter. Pupils talk about their school with passion and pride and parents are keen to get involved and support the school well.

Pupils’ attitudes towards their work are exemplary and they are punctual to lessons. Their behaviour in lessons and around the school is outstanding. There are strong relationships between teachers and pupils that reflect their high expectations.

The headteacher provides the school with clear and purposeful leadership. Governors and staff share her vision to sustain further improvements in outcomes for pupils. This has resulted in a school with a commitment to all achieving their best.

Governors provide good support and challenge to leaders at the school. They closely monitor the quality of teaching to secure improvements in pupils’ achievement. It is not yet an outstanding school because: Pupils’ opportunities to think and learn by themselves are sometimes limited by having to spend too much time listening to teachers talking.

Teachers do not always reshape tasks for pupils in lessons in the light of their responses to teachers’ questions or other ways of checking progress. Teachers do not always provide pupils with clear comments through marking about the next steps to take. Pupils are not given regular opportunities to respond to feedback and show improvements.