|Name||Fair Oak Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 April 2015|
|Address||Botley Road, Fair Oak, Eastleigh, Hampshire, SO50 7AN|
|Religious Character||Does not apply|
|Number of Pupils||577 (52% boys 48% girls)|
|Number of Pupils per Teacher||23.6|
|Percentage Free School Meals||11.6%|
|Percentage English is Not First Language||0.9%|
|Pupils with SEN Support||8.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fair Oak Junior School is much larger than the average-sized junior school. The proportion of disabled pupils and those with special educational needs is lower than the national average. The proportion of disadvantaged pupils supported by the pupil premium is below that found in most schools. The pupil premium is additional government funding provided to give extra support to those pupils known to be eligible for free school meals and to children who are looked after. Most pupils are of White British heritage. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The school organises a breakfast club. A new headteacher and deputy headteacher have been appointed since the last inspection.
Summary of key findings for parents and pupils
This is a good school. Leadership and management are outstanding. The expertise and very strong partnership of the new headteacher and deputy headteacher have effectively and quickly improved teaching and achievement since the last inspection. The enhanced skills of all other leaders, including the challenge and support now offered by governors, have ensured that the determined drive to secure better standards has been very successful. As a result, teaching is now good and sometimes outstanding. Standards have risen rapidly and are above average in reading, writing and mathematics. All groups of pupils make good progress. Pupils quickly acquire good literacy and numeracy skills, knowledge and understanding. This prepares them well for their future education. By the end of Year 6, a significant number of the most able pupils reach standards that are much higher than other pupils nationally, especially in mathematics. A growing number is doing so in writing. The gap in attainment between disadvantaged pupils and all other pupils has closed by Year 6 because funding is well used to support their needs. Disabled pupils and those with special educational needs receive well-organised provision and skilled support. Their learning needs are well met; consequently, they too make good progress. The school’s vision and aims are underpinned by the strong provision for pupils’ spiritual, moral, social and cultural development. The excellent relationships that exist between pupils and staff are clearly visible in the exemplary role models all adults demonstrate for pupils to follow. As a result, pupils’ behaviour is outstanding. Their very good attendance and eagerness to learn make a significant contribution to their good progress. Pupils say they feel very safe in school. This view is supported by parents. The school’s rigorous safeguarding procedures keep pupils safe and secure, ensuring that they are well looked after. The school is well on the way to realising its vision of becoming an outstanding school. It is not yet an outstanding school because : Some teachers are not sufficiently skilled in adjusting tasks in lessons so that pupils make the best possible progress. This is particularly the case for pupils of average ability. There are not enough opportunities for pupils to develop a good understanding of the diverse cultures that exist in Britain today.