|Name||Knight’s Enham Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 December 2018|
|Address||King Arthur’s Way, Andover, Hampshire, SP10 4BS|
|Religious Character||Does not apply|
|Number of Pupils||216 (45% boys 55% girls)|
|Number of Pupils per Teacher||20.8|
|Percentage Free School Meals||30.6%|
|Percentage English is Not First Language||13%|
|Pupils with SEN Support||14.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is an average-sized junior school in an area of high deprivation. The vast majority of pupils are of White British heritage. Over half of them are in receipt of pupil premium funding. The proportion of pupils with SEND is well above average. Since the last inspection, the school’s executive headteacher has retired. The current headteacher became acting headteacher in September 2016. He was appointed as the substantive headteacher, taking up his post in January 2018. In July 2018, the Discovery Federation, of which the school was a member, was dissolved. The school’s new governing body was established in July 2018. Two members of the federated governing body sit on the current governing body. Other governors are new. The chair of governors is also chair of governors at the neighbouring infant school. The deputy headteacher with responsibility for improving the quality of teaching, learning and assessment took up post in September 2018.
Summary of key findings for parents and pupils
The headteacher has provided strong leadership for the school during a period of significant change. He has led key improvements since the previous inspection and remains determined to drive the school forward and achieve the best for every pupil. The headteacher has developed a strong leadership team. Members of this team have high expectations of everyone in order to secure high-quality provision and care for pupils. This is a special place to learn and to work. Everyone is valued and respected and works well as a team. Senior leaders and governors have a good understanding of the strengths and weaknesses in the school. They have secure plans in place to address remaining issues. Leaders have developed an exciting curriculum that engages pupils well and helps them to make good progress. Teaching, learning and assessment are effective because of strong leadership. Leaders monitor and evaluate the impact of teaching on learning routinely. They are systematic in the support and challenge they provide, and they expect the best from teachers. Leaders know where teaching could be better and have decisive plans in place to make further improvements. As a result of good teaching, most pupils, including disadvantaged pupils, make good progress and are well prepared for the next stage of their education. However, too few pupils are achieving the high standards of which they are capable. Pupils with special educational needs and/or disabilities (SEND) do not make similar good progress to other pupils in their learning. Leaders know that immediate action is needed to help this group of pupils make stronger progress. Pupils feel very safe at school and show a high level of care and respect for each other. The commitment to pupils’ welfare is outstanding. Pupils’ behaviour is good and they are very proud of their school. The ‘Knight’s Code’ is effective in promoting good behaviour. The majority of parents who completed Ofsted’s questionnaire or spoke to inspectors are very supportive of the school. They believe that their children are very well cared for, and that they progress well in their learning. Parents of children with SEND do not always feel that they receive enough information about the progress their children are making.