Rowner Junior


Name Rowner Junior
Website http://www.rownerjunior.co.uk/
Ofsted Inspection Rating Requires improvement
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.
Address Tichborne Way, Rowner, Gosport, PO13 0BN
Phone Number 01329280299
Type Academy
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 218 (54.1% boys 45.9% girls)
Number of Pupils per Teacher 15.9
Academy Sponsor Gfm Education
Local Authority Hampshire
Percentage Free School Meals 35.8%
Percentage English is Not First Language 3.1%
Persistent Absence 12.2%
Pupils with SEN Support 26%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (09 May 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
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.

Information about this school

The current headteacher was appointed in September 2015, and the pupil premium leader, who is the second most senior member of staff, took up post in September 2017. There has been significant staff turbulence since the last inspection. The majority of middle leaders are new to their roles. There have been ongoing changes of personnel within the governing body. The chair of governors is newly appointed since the previous inspection. The school is smaller than most primary schools, although its roll has recently increased. The school has a higher proportion of pupils who are disadvantaged than is seen nationally. Around one fifth of pupils in the school are service children. The proportion of pupils who have SEN and/or disabilities is twice that of primary schools nationally. Of this group, most are identified as having social, emotional and mental health needs. A lower-than-average proportion of pupils are from a minority ethnic background. The school does not meet requirements on the publication of information about governance on its website. The school meets the government?s floor standards.

Summary of key findings for parents and pupils

This is a school that requires improvement The many staffing changes since the last inspection have contributed towards an inconsistent quality of teaching, learning and assessment. Pupils make variable progress across the school, particularly in mathematics, where leaders have had less impact on developing teachers? subject knowledge. Leaders have only recently begun to track pupils? progress from their starting points. Their monitoring lacks the fine detail required to inform the support needed to provide precise improvements to teaching. Leaders and governors do not routinely ensure that they evaluate the impact of their work on pupils? progress. Teachers do not consistently assess pupils carefully enough to adapt learning activities to enable them to meet the needs of all pupils. In mathematics, learning activities are not sufficiently well matched to pupils? needs in order to deepen their understanding. Pupils with low attainment, and especially those who fall behind, are not consistently helped to do as well as they can to catch up in their work. The school?s most successful teaching and learning are not shared widely enough to support improvements to the quality of teaching across the school. The school has the following strengths The school?s improvement planning has recently moved in the right direction. The headteacher is well supported and improvement actions are gathering momentum, particularly in reading and writing. Teachers are enthusiastic about implementing strategies that enhance pupils? learning. Caring and mutually respectful relationships are at the heart of the school?s work. Parents and carers value the way in which all staff go out of their way to understand and nurture the pupils. Pupils behave well in lessons and around the school. They are polite and thoughtful, and have positive attitudes towards their learning. Leaders and governors implement a strong culture of safeguarding. They do all they can to ensure that pupils feel safe. Leaders and governors are responding to a recent review of the school?s pupil premium funding. In particular, they are ensuring that teaching and learning are effective for the most able disadvantaged pupils.