|Name||Durrington Junior School|
|Ofsted Inspection Rating||Good|
|Address||Salvington Road, Worthing, BN13 2JD|
|Religious Character||Does Not Apply|
|Number of Pupils||297 (46.5% boys 53.5% girls)|
|Number of Pupils per Teacher||18.5|
|Local Authority||West Sussex|
|Percentage Free School Meals||24.2%|
|Percentage English is Not First Language||3.3%|
|Pupils with SEN Support||14.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (29 September 2016)
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
The school does not meet requirements on the publication of information about the pupil premium strategy on its website. After a period of staffing turbulence, in September 2015 two co-headteachers were appointed to run both this junior school and the on-site infant school. Both schools have recently federated. There is one governing body responsible for both schools. At the time of the last inspection the school was a middle school, which means that it educated pupils from Year 3 to Year 7. The school ceased to be a middle school in July 2015. Durrington Junior School is much larger than the average primary school. The large majority of the pupils are White British. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils supported by the pupil premium is higher than that found in most schools. The school meets the government?s floor standards, which set the minimum expectations for pupils? attainment and progress. The proportion of pupils who have disabilities and those who have special educational needs is higher than the national average. The school has a resource-based provision called the Special Support Centre for eight pupils between the ages of seven and 11. These pupils have communication difficulties and autistic spectrum disorders. Currently there are seven pupils on roll. Most of the time these pupils are educated in classes with support from specially trained assistants. There is a breakfast and after-school club which pupils from both the infant and junior school attend. Durrington Infant School was inspected separately at the same time as this inspection.
Summary of key findings for parents and pupils
This is a good school In the last year, the new co-headteachers have been pivotal to the success of the school. Together with the governors they have been successful in driving forward rapid improvements both in the quality of teaching and in the amount of progress pupils make. Parents say that the school has gone from strength to strength since the previous inspection. The quality of teaching is consistently good. As a result, pupils in all year groups make good progress in reading, writing and mathematics. Pupils show a keen desire to succeed. In lessons they behave well and listen carefully to the teacher. Books are neatly presented. Around the school behaviour is good. Pupils say the school just keeps ?getting better and better?. The school?s strong ethos and inclusive nature supports the promotion of pupils? spiritual, moral, social and cultural development. Attendance has improved and is now in line with national averages. There is a good range of extra-curricular activities. Pupils who attend the before- and after-school clubs say that they have fun and are given healthy food. The governors are skilled and highly effective. They support school leaders well. They are well trained and know how all groups of pupils are progressing. The curriculum is exciting. Pupils have numerous opportunities to develop their skills in a large range of subjects, including business studies and sport. In Years 3 and 4, the most able pupils, including the disadvantaged pupils in this group, have numerous opportunities to extend their learning. Middle leaders do not focus sufficiently on the progress and attainment of pupils when they look at pupils? work. Consequently, they do not have all the information they need to help teachers continue to improve pupils? achievement. The website does not include all the required information regarding the pupil premium strategy. The most able pupils, including those who are also disadvantaged, do not make such strong progress in Years 5 and 6. This is because : teachers sometimes do not have high enough expectations and the curriculum has not been adapted to suit these pupils? needs. Leadership of the resource-based provision does not always assess pupils? attainment on entry or their progress with enough precision.