|Name||Walsh CofE Junior School|
|Address||Ash Street, Ash, GU12 6LT|
|Religious Character||Church of England|
|Number of Pupils||229 (56.8% boys 43.2% girls)|
|Number of Pupils per Teacher||18.1|
|Percentage Free School Meals||22.3%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Walsh Church of England Controlled Junior School is smaller than the average-sized junior school and has two classes in each year.
A Statutory Inspection of Anglican and Methodist Schools (SIAMS) was carried out by Guildford Diocese in July 2016. The vast majority of pupils are White British. Very few pupils speak English as an additional language.
The proportion of pupils known to be eligible for support through the pupil premium is above average. The proportion of pupils who have SEN and/or disabilities is above average. The school has an additional specialist resource base, known as the learning support centre, to support pupils with a range of learning needs.
Some of their needs are complex and include autism spectrum conditions, moderate learning difficulties and behavioural, emotional and social difficulties. All the pupils have education, health and care plans. There are places for 14 pupils.
Following the resignation of the previous headteacher, the headteacher of Ash Manor (a local secondary school) was appointed to be executive headteacher in January 2018. A new head of school started in post on 1 September 2018. In addition, new middle leaders and teachers have been appointed since the last inspection.
Members of the governing body have also changed. Support from a local teaching school has also been brokered by the local authority.
Summary of key findings for parents and pupils
This is a school that requires improvement Until recently, leaders had not tackled weaknesses in teaching, the curriculum and pupils’ outcomes.
Standards in recent years have not been good enough. Pupils do not make consistently strong progress in all subjects. Achievement in mathematics is variable across different year groups.
The quality of teaching and learning is variable across the school. This is because assessment procedures are not yet refined enough to ensure that learning meets the needs of pupils. Consequently, some groups of pupils, including those who have special educational needs (SEN) and/or disabilities, do not make the progress of which they are capable.
Newly appointed subject leaders have not yet been in place long enough to have a noticeable impact on the quality of education that the school provides. The school’s wider curriculum, although broad and balanced, does not progressively build on pupils’ knowledge and skills. Disadvantaged pupils do not achieve well.
Their progress, although improving, is not strong enough to ensure that they catch up with other pupils nationally. Although appropriately skilled and knowledgeable about many aspects of the school, governors do not hold senior leaders rigorously to account regarding the use of the money the school is given for disadvantaged pupils. The school has the following strengths Senior leaders, in place since January 2018, have halted the decline in standards, improved behaviour and have a clear view of what the school must do next to improve.
Pupils’ behaviour is good. They work and play together harmoniously, they care for each other and are polite and courteous. Parents and carers are highly supportive of the school’s work.
They are fully behind the recent changes implemented by leaders. Leaders ensure that pupils are safe in school. They have created a positive safeguarding culture.