|Name||Lee-on-the-Solent Junior School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Salisbury Terrace, Lee-on-the-Solent, PO13 9DL|
|Religious Character||Does Not Apply|
|Number of Pupils||323 (48.6% boys 51.4% girls)|
|Number of Pupils per Teacher||24.4|
|Percentage Free School Meals||16.4%|
|Percentage English is Not First Language||2.3%|
|Pupils with SEN Support||13.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (23 January 2018)
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Information about this school
This is a larger than average-sized junior school. Since the previous inspection, there has been a significant change in the governing body. The current headteacher was appointed in April 2017 and the assistant headteacher took up post in January 2018. There has been significant staff turbulence since the last inspection. Many teachers have joined the school recently. The majority of middle leaders are new to their roles. A lower-than-average proportion of pupils who attend the school are from an ethnic minority background. The proportion of disadvantaged pupils is in line with that seen nationally. The school meets the current government floor standards.
Summary of key findings for parents and pupils
This is a school that requires improvement The quality of teaching and learning varies across classes and subjects. Numerous staff changes have contributed to this inconsistency. Teachers do not use assessment effectively to identify gaps in pupils? skills and knowledge. As a result, teaching does not help pupils to catch up rapidly. Some pupils do not achieve well enough, especially in writing, by the end of key stage 2. The achievement of disadvantaged pupils is not strong across the school. Too many of them are not fulfilling the potential they demonstrated when entering the school. Leaders do not track the progress of different groups effectively. Consequently, pupils who have fallen behind are not catching up quickly enough. Many middle leaders are newly appointed to the school. Therefore, they have only just begun their work to improve their subject areas. The curriculum offer is suitably broad. However, some lessons do not consistently promote pupils? deep thinking and understanding. Pupils do not work hard enough in some subjects. Most pupils conduct themselves well around the school. However, some behave boisterously or unkindly, especially at breaktimes. Pupils reported that they feel that behaviour is not always good. The school has the following strengths The new headteacher has a clear understanding of the school?s priorities for improvement. He has rapidly set out incisive plans to guide improvements. Most staff are responding quickly to implement the widespread changes. As a consequence, teaching is improving. Governors work effectively with the new headteacher to monitor improvement. They are taking decisive actions to build the confidence and trust of parents and carers who have concerns. Pupils typically show good attitudes towards their learning. They said that most staff now expect more of them.