|Name||Marchwood Junior School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||31 October 2018|
|Address||Main Road, Marchwood, Southampton, Hampshire, SO40 4ZH|
|Religious Character||Does not apply|
|Number of Pupils||341 (52% boys 48% girls)|
|Number of Pupils per Teacher||20.5|
|Percentage Free School Meals||9.4%|
|Percentage English is Not First Language||4.7%|
|Pupils with SEN Support||9.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized junior school. The proportion of pupils who are disadvantaged is below the national average for primary schools. This incorporates a number of pupils whose parents are in the armed forces. Fewer pupils leave or join the school at times other than the start of the academic year than the average in schools nationally. The proportion of pupils with SEND is above the national average. The school was inspected in January 2018 under section 8.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher and deputy lead the school exceptionally well. Leaders and governors are ambitious, determined and highly effective. They know the school well and are committed to further improvement. The imaginative curriculum helps to deepen pupils’ knowledge and skills across a wide range of subjects. This leads to high attainment and strong progress across subjects. Governors hold leaders rigorously to account. Their forensic approach ensures that they know the school’s strengths and improvement priorities exceptionally well. Teaching is outstanding. Teachers use their excellent subject knowledge alongside careful assessment of pupils’ work to make sure that pupils make excellent progress. Leaders have established a strong safeguarding culture. Adults make sure that pupils know how to keep themselves safe. Pupils are polite and respectful to adults and each other. They have extremely positive attitudes and love learning. As a result, pupils thrive and behave exceedingly well. Leaders provide specific and effective training so that staff continually hone their skills. This supports ongoing, high-quality, school improvement. Disadvantaged pupils and service children are well supported so that they make very strong progress over time. Pupils with special educational and/or disabilities (SEND) are challenged successfully to persevere with their learning. This enables them to make strong progress over time. Pupils strive to produce good-quality work. They use technical vocabulary well. However, sometimes, pupils’ presentation and handwriting does not match the high standards of which they are capable.