|Name||Carrington Junior School|
|Address||4 Chapel Road, Flackwell Heath, High Wycombe, HP10 9AA|
|Religious Character||Does Not Apply|
|Number of Pupils||242 (47.5% boys 52.5% girls)|
|Number of Pupils per Teacher||21.9|
|Percentage Free School Meals||21.1%|
|Percentage English is Not First Language||10.7%|
|Pupils with SEN Support||14.9%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Carrington Junior School is an average-sized primary school. Most pupils are of White British heritage and very few speak English as an additional language. The proportion of pupils with disabilities or special educational needs supported at school action is below average.
The proportion of pupils supported with an education, health and care plan is above average. Most of the pupils with education, health and care plans are in the eight-place Additional Resource Provision (ARP). This is a facility for pupils with autistic spectrum disorder.
The proportion of pupils supported through the pupil premium is below average. This is additional funding provided by the government to support pupils, in this school, who are eligible for free school meals or looked after by the local authority. The school does not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and governors have not been successful in halting the decline in pupils’ progress since the last inspection. Governors use a range of activities to check the work of the school. Some of these activities are sharply focused and help to drive improvement.
Nevertheless, governors do not challenge leaders enough because they do not have a detailed and accurate understanding of the progress which current pupils should be making. Pupils’ attainment in mathematics and writing is too low. Current pupils have fallen behind in their learning and too many are working below the expectations for their age.
New systems to support the progress of pupils who have special educational needs (SEN) and/or disabilities have not yet secured improvements in these pupils’ achievements. Teaching does not consistently meet pupils’ needs or deepen their learning. Consequently, pupils, including the most able and most-able disadvantaged, do not make enough progress.
Middle leaders do not routinely check the quality of teaching and pupils’ progress. Consequently, they are unable to quickly identify and address weaknesses when they arise. The school has the following strengths The headteacher is tenacious and leads the school well.
She has a clear picture of the school’s strengths and weaknesses. Improvement plans are appropriate. This school is improving.
Leaders’ actions are beginning to have a positive effect on teaching and pupils’ progress. Pupils conduct themselves well. They work and play together amicably.
Pupils listen well to instructions and are polite and courteous. Pupils are punctual, feel safe and enjoy coming to school. Safeguarding is effective.