|Name||Gomer Junior School|
|Ofsted Inspection Rating||Good|
|Address||Pyrford Close, Alverstoke, Gosport, PO12 2RP|
|Religious Character||Does Not Apply|
|Number of Pupils||243 (53.5% boys 46.5% girls)|
|Number of Pupils per Teacher||19.8|
|Academy Sponsor||Gfm Education|
|Percentage Free School Meals||11.9%|
|Percentage English is Not First Language||1.7%|
|Pupils with SEN Support||12%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (11 February 2020)
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.
Gomer Junior School continues to be a good school.
What is it like to attend this school?
Leaders, including trustees, have high expectations for all pupils. They are determined that pupils will ?learn today for the challenge of tomorrow?. Leaders make sure that pupils learn about the world they live in, as well as the world of the future, through the lens of science, technology, engineering and mathematics (STEM). For example, Year 3 pupils are currently learning about flooding in Bangladesh. They use their engineering skills to design and make models of flood-proof houses. Leaders have thought carefully about the habits they want pupils to acquire while learning, such as visualising and improving. Pupils show great resilience, for example explaining to me how they love working out where a computer code has gone wrong so they can fix it.
Gomer Junior is a welcoming and inclusive place to learn. Pupils believe that they have supportive teachers who help them when they are stuck. They say that there is no bullying at Gomer. They understand that sometimes pupils fall out, but feel that these arguments are handled well by staff. Pupils feel happy and safe in school. They are well behaved, both in lessons and in the playgrounds.
What does the school do well and what does it need to do better?
Leaders, trustees and governors share a clear vision for what they want pupils to learn and how best to support them to do so. Most subjects are well planned and skilfully taught. Teachers encourage pupils to make links between subjects so that they can practise skills in different areas of learning. For example, Year 6 pupils recently learned about design. They used their mathematics and computing skills to create spreadsheets and calculate costings for a dream bedroom. Work across schools in the Gosport and Fareham Multi-Academy Trust has helped share good practice and expertise in a wide range of subjects. However, not all subjects are sequenced well. In history and geography, for example, the content and how skills and knowledge develop have not been thought through precisely enough. Therefore, pupils do not learn as well as they could in these subjects.
Pupils like reading. The attractive library, in the heart of the school, tempts pupils to try a new style of book with the ?genre of the fortnight? and other exciting offers. Leaders make sure that reading to pupils and enjoying a book feature prominently in the everyday life of the school. Teachers read from a carefully selected range of classic stories, introducing pupils to new vocabulary. For example, during the inspection Year 3 listened attentively to ?Stig of the Dump?, enjoying every word. Pupils who do not read fluently follow a phonics programme that helps them catch up. The books pupils read are well matched to their reading ability.Pupils with special educational needs and/or disabilities (SEND) learn well. Teachers and teaching assistants work well together to make sure that pupils access a full curriculum. Pupils with SEND get the support they need to be successful. Millie, the school therapy dog, helps pupils who need to build their confidence. The learning and pastoral support team guides pupils to understand their emotions so that they are ready to learn.Pupils work well together, listening to different views politely. Everyone understands the behaviour expectations. Pupils show great respect for the school rules.Leaders help pupils to have high aspirations for the future. They have made many links with local businesses to help pupils know about the wide range of exciting careers available in the local area and beyond. For example, Year 6 pupils visited a shipping event in London. Not only did they meet the prime minister to discuss commerce, they learned about the wide range of jobs in the industry. Gomer prepares pupils to become global citizens. Pupils told me how much they love learning Mandarin. During the inspection, Year 4 pupils participated in a role-play, learning about the Hindu festival Mahashivratri. Pupils enjoy learning about different cultures and making links between religions, showing great respect for others.
The arrangements for safeguarding are effective.
Leaders ensure that safeguarding training is revisited regularly, by both staff and governors. They have created a staff team whose members are vigilant and confident about what to do if they have a concern about a pupil. Staff understand the risks that pupils may face.
Pupils speak confidently about the school?s pastoral support team, whose members sort out any worries that they have. Pupils know they are listened to.
Pupils understand how to keep themselves safe online. For example, in a Year 5 computing lesson, pupils explained the differences between fake, online and real friends and the potential risks.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have carefully planned many subjects so that teachers are clear about the order in which they teach content. This is very successful in English and mathematics, as well as in science, technology and computing. However, a few subjects, such as history and geography, are not yet fully sequenced. Key knowledge and skills have not yet been mapped out so that teachers know exactly what they should be teaching and when. Leaders should refine the curriculum further so that pupils learn and remember more over time in all subjects.
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 school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the 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 predecessor school, Gomer Junior School, to be good on 20?21 November 2013.