|Name||Clanfield Junior School|
|Ofsted Inspection Rating||Good|
|Address||Little Hyden Lane, Clanfield, Waterlooville, PO8 0RE|
|Religious Character||Does Not Apply|
|Number of Pupils||301 (50.8% boys 49.2% girls)|
|Number of Pupils per Teacher||23.3|
|Percentage Free School Meals||8.6%|
|Percentage English is Not First Language||2.1%|
|Pupils with SEN Support||18.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (25 May 2021)
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.
Clanfield Junior School continues to be a good school.
What is it like to attend this school?
Pupils at Clanfield Junior School are curious and keen to learn. They enjoy the curriculum as it provides them with a secure understanding of many subjects. This is never more evident than when they proudly show off their efforts in class. Pupils here love to read and are frequent visitors to the library. Teachers read daily from texts which are rich in vocabulary and link closely to the topics that pupils are studying. This helps pupils to think about, discuss and explain their thinking about complex topics such as social class and discrimination.
Everyone is included at Clanfield Junior School. In particular, pupils with special educational needs and/or disabilities (SEND) feel welcomed, supported and cared for by staff and pupils alike. One pupil noted, â€˜Itâ€™s good that we are all different, it would be boring if we were all the same.â€™
Pupils hold the school values in high regard and try to embody these in all they do. They listen carefully in class because they are taught to be respectful. Pupils feel safe because behaviour is calm and friendly. They know that occasionally bullying will happen but were quick to explain that this is identified and dealt with promptly and effectively by staff.
What does the school do well and what does it need to do better?
Leaders began revising the entire curriculum in 2017 and this is now firmly in place throughout the school. Staff understand what they need to teach and when so that pupilsâ€™ knowledge builds over time. However, leaders have not identified which concepts are the most important for pupils to remember. This means staff do not always know which aspects of a topic need to be prioritised to set pupils up for future learning.
In most subjects, staff assess pupilsâ€™ understanding carefully to help refine their teaching and to revisit content that pupils have not remembered. However, staff in Years 5 and 6 often use generic â€˜test-styleâ€™ questions to assess pupilsâ€™ reading. These questions are not related to the content that pupils have learned, and pupilsâ€™ answers are often based on guesswork. This use of assessment is not effective as it neither improves pupilsâ€™ learning nor provides staff with meaningful assessment information.
The reading curriculum is carefully sequenced and ambitious. Pupils read and understand an impressive range of texts during their time at the school. Staff select texts to broaden pupilsâ€™ vocabulary, reading ability and understanding of the world around them. For example, pupils in Year 6 read â€˜Pig Heart Boyâ€™ by Malorie Blackman. They used this to develop their understanding of terminal illness, organ donation and long-term health. The reading curriculum contributes strongly to pupilsâ€™ personal development.
Pupils who fall behind in reading are supported to catch up. Skilled staff help pupils to relearn any phonics knowledge they have forgotten. Pupils practise this through games and focused reading.
Teachers use a consistent and effective range of techniques and strategies. They deliver instructions with clarity and coherence. This means that pupils can concentrate on new learning without having to navigate new or complex tasks.
Pupils with SEND do well. Their needs are carefully assessed by staff and leaders. Adaptations to resources, equipment and the curriculum are closely aligned to pupilsâ€™ needs. These have a positive impact on pupilsâ€™ ability to understand, contribute and achieve in lessons.
Pupils are focused, polite and considerate. Well-established routines help pupils to make good decisions. Classes are vibrant and busy environments where everyone has space to speak, think and listen. As a result, pupils enjoy their learning, get on with each other and contribute often. Pupils act maturely and they treat others well. They learn about those from other cultures and beliefs and link this learning to world events. Pupils recognise that everyone is different and that some will need more support than others. As one pupil explained, â€˜This school helps us to grow.â€™
The arrangements for safeguarding are effective.
Pupils know how to keep themselves safe. They learn how to identify and assess risks, both online and in the real world. Pupils know that some secrets must be shared if they or someone else is unsafe. Importantly, pupils trust the adults in school will help them with their worries or concerns.
Staff are trained to identify and report signs of harm and abuse. They share appropriate information with childrenâ€™s services and other agencies quickly and sensitively to get families the help they require. This helps families to get support before problems escalate.
What does the school need to do to improve?
(Information for the school and appropriate authority)
ï® The foundation curriculum plans are appropriately sequenced and detailed but do not make clear what knowledge is vital for pupils to build upon next. By giving all knowledge equal weight, staff do not prioritise the knowledge that will help pupils most in the future. Leaders need to provide curriculum plans that identify what knowledge is most important so that staff can ensure that pupils understand, remember and build upon this. ï® Staff in the upper school use generic â€˜testâ€™ questions too often during reading lessons. This does not help pupils to build their knowledge or support staff to identify gaps in pupilsâ€™ learning. Teachers should refine their assessments to check precisely pupilsâ€™ understanding and memory of the reading curriculum.
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good or outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that a good school could now be better than good, or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the first section 8 inspection since we judged the school to be good on 5 and 6 July 2016.