|Name||Queen Eleanor’s Church of England School|
|Address||Queen Eleanor’s Road, Guildford, GU2 7SD|
|Religious Character||Church of England|
|Number of Pupils||351 (53.8% boys 46.2% girls)|
|Number of Pupils per Teacher||24.5|
|Academy Sponsor||The Good Shepherd Trust|
|Percentage Free School Meals||8.8%|
|Percentage English is Not First Language||16.2%|
|Pupils with SEN Support||10.5%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Queen Eleanor’s is an average-sized junior school.
Most pupils are White British, although approximately one tenth speak English as an additional language, which is above average. The proportion of disabled pupils and those with special educational needs supported through school action is a little above average. The proportion at school action plus or with a statement of special educational needs is below the national average.
These pupils’ needs mainly relate to speech, language, literacy and numeracy difficulties, and also to behavioural, emotional and social difficulties. The proportion of pupils eligible for pupil premium funding, which is additional funding provided for looked after children, pupils known to be eligible for free school meals and children from service families, is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
The headteacher took up his post two years ago. Since then a new senior leadership team, including the deputy headteacher, has been appointed, and substantial changes have been made to the governing body, including the election of a new Chair of the Governing Body.
Summary of key findings for parents and pupils
This is a good school.
Pupils achieve well. Their attainment in English and mathematics is well above average by Year 6 and improving further. The headteacher’s leadership is strong.
His drive and ambition, combined with the good leadership of other leaders and the governing body, has generated many improvements. Teaching and learning are good and some is outstanding. Teachers systematically build pupils’ literacy and numeracy skills across the curriculum within stimulating lessons.
Pupils at risk of not doing well make good progress because they are given well-judged support for developing basic skills. Pupils’ behaviour is exemplary and their attendance is high. They say they feel safe in school and that they are treated fairly.
Regular and thorough checks are made on the quality of teaching and how well pupils are achieving. Leaders quickly identify any teaching not meeting their high expectations, and provide focused staff training. It is not yet an outstanding school because : Although teaching is good, not enough is yet outstanding.
Teachers do not focus sufficiently on ensuring that all lower-attaining pupils consistently use phonics (the links between letters and sounds) to read and write. A few pupils do not spell accurately or write neatly because not enough is done to reinforce these skills. Occasionally, teaching assistants do too much for lower attaining pupils which restricts opportunities for their independent learning.