Talavera Junior School

Name Talavera Junior School
Website http://www.talaverajunior.co.uk
Ofsted Inspections
Address Gun Hill, Aldershot, GU11 1RG
Phone Number 01252322156
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 379 (46.7% boys 53.3% girls)
Number of Pupils per Teacher 19.8
Local Authority Hampshire
Percentage Free School Meals 12.1%
Percentage English is Not First Language 39.6%
Persistent Absence 2.9%
Pupils with SEN Support 10.6%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school is larger than an average-sized primary school. The proportion of pupils who are disadvantaged and supported by pupil premium funding is below the national average.

The proportion of pupils who speak English as an additional language is above the national average. The proportion of pupils who are supported by the service premium funding is significantly above the national average. The proportion of pupils with SEND is below the national average.

The proportion of pupils with education, health and care plans is below average. The majority of pupils are from a range of ethnic minorities. The proportion of White British pupils is below the national average.

Summary of key findings for parents and pupils

This is an outstanding school The headteacher provides visionary leadership. In collaboration with her leadership team and governors, she has created a culture in which staff have very high aspirations and expectations of all pupils. Consequently, pupils achieve extremely well across the curriculum.

Governors are very committed to ensuring that every single pupil receives a high-quality education at the school. They have a breadth of expertise which they use to support leaders and hold them to account for the school’s successes. Pupils study a rich and highly creative curriculum.

Through the study of a breadth of subjects, pupils develop very strong skills, knowledge and understanding. Pupils’ learning in English and mathematics accelerates on entry to the school. Leaders and teachers plan exciting and challenging lessons that build upon pupils’ prior knowledge exceedingly well.

Pupils with special educational needs and/or disabilities (SEND) typically make rapid progress from their differing starting points. Ambitious and inspirational leadership ensures that disadvantaged pupils also make rapid progress from their different starting points and attain very well across the curriculum. Leaders and staff have embedded highly effective systems and arrangements to ensure that every single pupil receives high-quality pastoral support on entry to the school.

Consequently, pupils describe the school as ‘very friendly’ and ‘very welcoming’. The school’s values underpin pupils’ outstanding behaviour, regular attendance and exemplary attitudes to learning. Leaders are vigilant in ensuring the physical safety and emotional well-being of all pupils.

Staff are well-trained in how to keep pupils safe. Almost all parents are extremely positive about the school. Planning for pupils’ learning in a few subjects outside the core curriculum areas of English, mathematics and science is not considered as carefully as it could be to ensure even more rapid progress.