John Rankin Junior School

Name John Rankin Junior School
Ofsted Inspection Rating Good
Inspection Date 17 June 2015
Address Henshaw Crescent, Newbury, Berkshire, RG14 6ES
Phone Number 0163542859
Type Primary
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 349 (48% boys 52% girls)
Number of Pupils per Teacher 24.4
Local Authority West Berkshire
Percentage Free School Meals 7.4%
Percentage English is Not First Language 8.6%
Persisitent Absence 5.1%
Pupils with SEN Support 11.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is a slightly smaller-than-average junior school. The very large majority of pupils are from White British backgrounds. The proportions of disadvantaged pupils supported by the pupil premium (additional funding for pupils who are known to be eligible for free school meals and those looked after by the local authority) is lower than average. The proportion of disabled pupils and those who have special educational needs is slightly above average. In 2014, the school met the government’s floor standards, which set the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics. The school has had a change of executive leadership. A number of new staff, including middle leaders, have been appointed during the academic year.

Summary of key findings for parents and pupils

This is a good school. The new executive headteacher, head of school and governors have acted decisively to tackle underperformance. Progress in mathematics has improved significantly this year, ensuring that pupils’ achievement in reading, writing and mathematics is good. Senior leaders, including governors, have an accurate view of the school’s strengths and weaknesses. They take the right actions to improve teaching and pupils’ achievement. Leaders in mathematics and English play a successful role in improving teaching and ensuring the curriculum challenges all pupils. High quality training, linked to the school’s priorities, is in place. Teaching is good as a result of this support. Pupils routinely take responsibility for making effective improvements to their work. This is because teachers make sure pupils know what they need to do next. A rich and varied curriculum strengthens pupils’ knowledge of the world beyond their own community. Consequently, pupils are respectful of other faiths, traditions and cultures. Pupils use their key skills to support their learning in other subjects. This helps them to achieve well across a wide range of subjects. Staff and pupils share a strong set of common values. The school community is a happy and safe place because pupils take responsibility for their behaviour. It is not yet an outstanding school because : Some middle leaders are less skilled in evaluating the difference their actions make to raising pupils’ achievement. Disadvantaged pupils do not make the same rapid progress in mathematics that they do in reading and writing. Teachers in Years 3 and 4 do not always respond quickly to information about what pupils know and can do in lessons, which means pupils do not make as much progress as they could. Parents do not know enough about how well the school is promoting good behaviour and tackling bullying.