|Name||Northern Parade Junior School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||29 November 2012|
|Address||Doyle Avenue, Hilsea, Portsmouth, Hampshire, PO2 9NE|
|Religious Character||Does not apply|
|Number of Pupils||475 (52% boys 48% girls)|
|Number of Pupils per Teacher||22.8|
|Academy Sponsor||King's Group Academies|
|Percentage Free School Meals||19.8%|
|Percentage English is Not First Language||12.8%|
|Pupils with SEN Support||10.7%|
|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 most junior schools. Pupils come from mainly White British backgrounds. The proportion of pupils who speak English as an additional language is broadly average, and a small number are at the early stages of learning English. The proportion of pupils supported through school action is above average. The percentage supported through school action plus or through a statement of special educational needs is also above average. The proportion of pupils known to be eligible for the school premium (additional funds given to the school by the government) is above average. These pupils include those known to be eligible for free school meals. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. In recent years there has been a significant change in staffing, with over four fifths of teachers now in the school having arrived over the last three years. The school does not provide any alternative provision but does form part of a federation with the nearby infant school. An executive headteacher leads both schools, and each school has its own associate headteacher.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress in reading, writing and mathematics because of good and improving teaching. The headteacher and other leaders have worked swiftly to eliminate weak teaching. This is making sure that pupils rapidly catch up on past underachievement. The school provides effective support for individual pupils when their learning is identified as being slow. Pupils behave well. They enjoy school and their attitudes to learning are good. Pupils say they feel safe and that all forms of bullying are rare. They are confident to go to any adult if they are worried about anything. The school has accurately identified areas for improvement and acts quickly and effectively to deal with them. The headteacher and governors monitor teaching effectively. Leaders provide good professional training to help teachers improve their teaching skills. It is not yet an outstanding school because : Occasionally work is not demanding enough for all pupils, and teachers do not always have high enough expectations of what pupils can achieve in the time they are allowed. Teachers’ marking does not always tell pupils how well they are doing, how to improve their work or what their next steps in learning are. Pupils do not always write neatly enough or take enough care with how well they present their work. In addition their spelling is not always accurate enough. Younger pupils do not always have a secure enough knowledge of multiplication tables.