Bordon Junior School


Name Bordon Junior School
Website https://www.bordonjuniorschool.com
Inspections
Ofsted Inspections
Address Budds Lane, Bordon, GU35 0JB
Phone Number 01420472145
Type Academy
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 246 (52.8% boys 47.2% girls)
Number of Pupils per Teacher 18.7
Academy Sponsor University Of Chichester (Multi) Academy Trust
Local Authority Hampshire
Percentage Free School Meals 19.9%
Percentage English is Not First Language 10.2%
Persistent Absence 5.4%
Pupils with SEN Support 20.7%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school meets the Department for Education’s definition of a coasting school based on key stage 2 academic performance results in 2014, 2015 and 2016. The school met the floor standards in 2016, which are the minimum requirements for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.

Bordon is a smaller than average-sized junior school, with two classes in each year group. The majority of pupils come from white British backgrounds. Other pupils come from a range of backgrounds representing minority ethnic groups.

A small number of pupils speak English as an additional language. A higher than average number of pupils join or leave the school at different times, however, stability has increased recently. The proportion of pupils who are eligible for pupil premium funding is just above other schools nationally.

The school does not meet requirements on the publication of information about the impact of additional funding on raising attainment for disadvantaged pupils, or full

Summary of key findings for parents and pupils

This is a school that requires improvement Over the last three years pupils have not made enough progress and too few pupils have reached expected standards at the end of key stage 2. The school is now improving, but outcomes are not yet high enough, particularly in writing and mathematics. Senior leaders and governors are well aware that further improvement is necessary and are determined to make this happen.

However, their evaluation of the school’s current effectiveness is too high. Most of the governors are new to the role and do not yet have the experience and expertise to hold school leaders to account robustly. The school’s performance information gives an over-optimistic view of pupils’ progress.

This is because teachers’ assessment of pupils’ work is inaccurate. New strategies to improve the teaching of mathematics and writing have not had time to develop. Although teaching is improving, it is variable and not enough is securely good.

Teachers do not provide enough challenge for the most able pupils. Pupils do not have sufficient opportunities to apply their knowledge and deepen their understanding. The focus on improving outcomes in English and mathematics has limited pupils’ opportunities to develop skills in other subjects, including science.

The school has the following strengths The school is improving. The recently appointed senior leaders have clear aspirations to improve the school further and they have the capacity to help bring this about. Pupil’s progress is accelerating as better teaching takes effect.

Leaders and staff provide high levels of care for pupils and their families. Parents are rightly very pleased with the way the school nurtures and cares for their children. Pupils enjoy school, have positive attitudes to learning and attend well.

They are polite, friendly and respectful to each other and adults. Pupils benefit from a wide range of extra-curricular activities. The local authority plays a key role in supporting leaders, governors and teachers in improving the school.