|Name||Clarendon Junior School|
|Ofsted Inspection Rating||Good|
|Address||Ordnance Road, Tidworth, SP9 7QD|
|Number of Pupils||344 (48.5% boys 51.5% girls)|
|Number of Pupils per Teacher||19.5|
|Percentage Free School Meals||3.5%|
|Percentage English is Not First Language||8.4%|
|Pupils with SEN Support||14.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (07 November 2013)
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 school is larger than the average-sized junior school. The majority of pupils come from a White British background. The proportion of disabled pupils and those who have special educational needs supported through school action is broadly average as is the proportion supported at school action plus or with a statement of special educational needs. The proportion of pupils supported through the pupil premium (additional government funding for pupils who are known to be eligible for free school meals, who are looked after by the local authority or whose families are in the armed forces) is very high. Of the 324 pupils on roll at the time of the inspection, 280 were from families with one or both parents or carers in the armed forces. Due to the large proportion of pupils from families in the armed forces, a very much larger than average number of pupils join and leave the school other than at the usual time. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. The very large numbers of pupils who receive additional support through the pupil premium are enabled to settle into school extremely quickly and make good progress immediately. From their often low starting points, due to disruptions in their schooling, pupils make good and sometimes outstanding progress and most are now reaching standards in line with those expected for their age. Teaching is typically good and sometimes outstanding, so pupils achieve well throughout their time at the school. Pupils experience a well-planned curriculum that supports their good learning, behaviour and positive attitudes. The needs of pupils who are disabled or have special educational needs are speedily identified and addressed. The progress they are making is similar to that of other pupils. The whole staff create a family environment in which all pupils feel safe and well cared for. As a result, pupils want to learn, and share a sense of responsibility for each other. Their behaviour is typically good and mostly outstanding. The headteacher, ably supported by governors, gives a strong direction to the whole school and is working hard to lift the quality of teaching to outstanding. All staff share the headteacher’s and governors’ enthusiasm and high expectations of what pupils can achieve. Parents and carers are very proud of the school. They are happy that their children are safe and well cared for. They find teachers and school leaders very approachable. It is not yet an outstanding school because: The proportion of outstanding teaching is not yet high enough to ensure all pupils’ progress is rapid and sustained across all year groups. Very occasionally the changes in the curriculum are not completely implemented in lessons and so pupils are not always fully challenged and excited in their learning. Occasionally teachers do not take the opportunities that pupils’ responses create to extend their learning. Plans for staff to share their skills and expertise to enable further improvements in teaching are not fully developed.