|Name||Horndean Church of England Junior School|
|Ofsted Inspection Rating||Good|
|Address||Five Heads Road, Horndean, Waterlooville, PO8 9NW|
|Religious Character||Church of England|
|Number of Pupils||501 (53.1% boys 46.9% girls)|
|Number of Pupils per Teacher||25.9|
|Percentage Free School Meals||12.4%|
|Percentage English is Not First Language||2.7%|
|Pupils with SEN Support||9.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (08 March 2012)
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Information about the school
This is a much larger than average junior school serving mainly the local area with a number of pupils from nearby villages. The large majority of pupils are White British. A very small minority come from other ethnic groups with few speaking English as an additional language. The proportion of pupils known to be eligible for free school meals is below average. An average percentage of pupils have special educational needs, mainly moderate learning difficulties or behaviour emotional and social difficulties. A smaller than average proportion or pupils are disabled or have a statement of special educational needs. Fewer pupils leave or join the school other than at the usual time than in most schools. Before-school care is provided for up to 24 pupils. The school meets the government?s current floor standards, which set the minimum expectations for pupils? attainment and progress.
This is a good school. It is not outstanding because achievement and teaching in mathematics are not as consistently good as in other subjects. The school provides well for pupils? spiritual, moral, social and cultural development. Achievement is good overall. Pupils make good progress. By the end of Year 6, attainment is above average. It is highest in English. Attainment in mathematics is rising rapidly as a result of the revised teaching strategies. In most classes, it is above age-related expectations but, although pupils in the current Year 6 are now making good progress in mathematics, their attainment remains slightly lower than that in English. The quality of teaching is good. It has improved considerably in the last few years but a few small inconsistencies remain. In a small minority of lessons, especially in mathematics, tasks are not matched closely enough to the needs of all pupils and questioning does not always engage all pupils equally. Pupils behave well and are engaged in lessons. Safeguarding procedures are rigorous and pupils have a good understanding of how to stay safe. Attendance is above average. Leadership and management are good. The school has mostly an accurate view of its strengths and weaknesses, and uses the information effectively to plan improvement strategies. Individual pupils? progress is monitored rigorously and data are analysed thoroughly to check on the performance of different groups of pupils. Nevertheless, the analysis of data is not refined enough to give easily accessible information on the performance of groups and cohorts that can be compared easily with national averages. Good-quality performance management is improving the quality of teaching through effective continuous professional development, including modelling of good practice by senior leaders. The broad, balanced and creative curriculum meets the needs of pupils well. It excites pupils, as shown by one who said, ?I can?t wait to come to school.