|Name||Fernhurst Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 November 2017|
|Address||Francis Avenue, Southsea, Hampshire, PO4 0AG|
|Religious Character||Does not apply|
|Number of Pupils||345 (50% boys 50% girls)|
|Number of Pupils per Teacher||19.4|
|Percentage Free School Meals||27.7%|
|Percentage English is Not First Language||29%|
|Pupils with SEN Support||9.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school meets the current government floor standards. Heidelbugs, an after-school club on the school site, is managed by the governing body. The number of pupils from minority ethnic groups and those who speak English as an additional language is above average. The proportion of disadvantaged pupils is higher than average.
Summary of key findings for parents and pupils
This is a good school Pupils hold the school in high regard and value the activities and opportunities on offer. They respect each other and have excellent attitudes to learning. The pupils are a credit to the school. The headteacher is inspirational. She has developed a culture of respect and care in which pupils and staff flourish. The personal development, welfare and behaviour of pupils are outstanding. The school offers extremely effective support to help pupils develop positive attitudes and behaviour. Parents value the care and support their children receive. They appreciate the additional help available to them from the school. Leaders and governors care deeply about the pupils in the school. The best interests of pupils are at the heart of every decision they make. Leaders are proud of the staff and the staff are proud to work at Fernhurst. The curriculum is outstanding. It is carefully designed to develop confidence and ambition. Pupils value the range of opportunities on offer. Teaching is consistently strong and leading to good progress for all pupils, including disadvantaged pupils. As a result, outcomes are improving for all pupils. Pupils who speak English as an additional language make good progress, as do pupils who have special educational needs (SEN) and/or disabilities. Leaders and governors do not track pupils’ progress closely enough. Consequently, they do not identify pupils who could be making more rapid progress. Not all lessons are challenging enough for the most able pupils. As a result, these pupils do not always make as much progress as they could.