Merton Junior School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher has taken concerted and effective steps in the past year and a half to increase rates of improvement in the school.

Marked developments in the quality of teaching and assessment during the past 18 months have improved pupils' learning significantly across a range of subjects, including English and mathematics. As a result, standards are rising rapidly across the school. Pupils make strong progress from their starting points.

However, some pupils do not achieve as well as they could, particularly the most able pupils. This is because teaching does not yet deepen and extend pupils' learning consistently well enough. Pupils b...ehave well throughout the school day.

They are polite, friendly and welcoming. Pupils get on well together and feel safe in school. They welcome visitors warmly and politely and speak enthusiastically about their learning.

One pupil said, 'I have learned so much in this school. I feel that my future is improving every day.' Most pupils attend regularly and punctually.

However, some disadvantaged pupils do not attend regularly enough to achieve well. Governors provide effective support and rigorous challenge for school leaders. They have an accurate view of the school's work and share the headteacher's determination to secure further improvements.

Middle leaders' roles in the school's development are at an early stage of development. They do not yet make a sufficiently strong contribution to securing improvements in teaching.

Information about this school

The school meets requirements on the publication of specified information on its website.

The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress. The school is smaller than the average-sized junior school. The proportion of pupils supported by the pupil premium is higher than that found in most schools.

The proportion of pupils who have special educational needs and/or disabilities is above the national average. Most pupils are White British. The proportion of pupils who speak English as an additional language is below the national average.

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