Bethany Church of England Junior School
phone: 01202 302406
headteacher: Mr Stephen Orman
357 pupils capacity: 98% full
170 boys 49%
180 girls 51%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 410703, Northing: 92040
- GPS coordinates
- Latitude: 50.728, Longitude: -1.8497
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 23, 2012
- Diocese of Winchester
- Region › Const. › Ward
- South West › Bournemouth East › East Cliff and Springbourne
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles St Clement's and St John's Church of England Infant School BH14DZ (263 pupils)
- 0.5 miles King's Park Primary School BH14NB (498 pupils)
- 0.5 miles Kings' Park County First School BH14NB
- 0.5 miles King's Park County Junior School BH14NB
- 0.6 miles Malmesbury Park Primary School BH88LU (704 pupils)
- 0.7 miles Park School BH89BJ (328 pupils)
- 0.7 miles Wing Centre BH88TH
- 0.7 miles Parkfield School BH13NL (288 pupils)
- 0.8 miles Corpus Christi Catholic Primary School BH52BX (433 pupils)
- 0.9 miles St Thomas Garnet's School BH52BH (149 pupils)
- 0.9 miles St Dominic's School BH88JZ
- 1 mile Dewlish House School BH89EA
- 1 mile Wyvern House Tutorial College BH11RW
- 1.1 mile Bournemouth Collegiate School BH52DY (400 pupils)
- 1.1 mile Linwood School BH91AJ (226 pupils)
- 1.1 mile Bournemouth Jewish Day School BH11PW
- 1.2 mile Pokesdown Community Primary School BH52AS
- 1.2 mile Portchester School BH76NZ
- 1.2 mile Avonbourne School BH76NY
- 1.2 mile Harewood College BH76NZ (663 pupils)
- 1.2 mile Avonbourne College BH76NY (999 pupils)
- 1.2 mile Kings Bournemouth BH26LD (331 pupils)
- 1.2 mile Pokesdown Community Primary School BH52AS (438 pupils)
- 1.3 mile St James' Church of England Primary School BH76DW (420 pupils)
Bethany Church of England
Voluntary Aided Junior School
Knole Road, Boscombe, Bournemouth, BH1 4DJ
|Inspection dates||23–24 October 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school
It is not yet an outstanding school because
| Pupils make good progress and achieve well |
Teaching is good or better in nearly all
Pupils who have disabilities or special
in both their personal and academic
development during their time at the school.
classes and the well planned curriculum
meets the needs of all pupils effectively.
educational needs, as well as those pupils
who enter the school speaking little or no
English, make similar progress to all other
pupils because they receive a good level of
targeted support with their learning.
| Careful checking of the quality of teaching has |
Pupils like coming to school and say that they
Governors are proud of the school and are not
helped staff to improve the way in which they
feel safe and enjoy their learning. They show a
great deal of respect for others and work hard
afraid to ask the staff challenging questions
about the quality of education the school
provides for pupils.
| There are occasions when teachers need to |
The quality of teachers’ marking and
be clearer in establishing what it is that pupils
will be learning in lessons and how pupils will
know if they have been successful.
feedback to pupils in lessons varies too much
throughout the school and does not always
help pupils to understand what they have to
do to improve their work.
| Changes to the school’s policies for the |
management of pupils’ behaviour are not
always communicated clearly to parents and
Information about this inspection
- This inspection was carried out with half a day’s notice.
- Inspectors worked in partnership with the school’s senior leadership team when analysing
information about the school. This included the school’s self-evaluation documentation,
development planning and also data related to pupils’ progress and attainment. Inspectors also
analysed the progress made by different groups of pupils in the school.
- Inspectors scrutinised the school’s policies and procedures, particularly those relating to the
pupils’ safety. They also analysed a selection of pupils’ work, especially in mathematics and
- Teaching was observed in 17 lessons for a total of 430 minutes. Several of these were joint
observations with either the headteacher or deputy headteacher. Inspectors also observed two
assemblies and listened to a number of pupils from Year 3 and Year 6 reading.
- Discussions were held with members of the senior leadership team, governors, the school
business manager, pupils and a representative from the local authority.
- The inspectors took account of the 16 responses to the on-line questionnaire for parents (Parent
View) in planning and carrying out the inspection. They also held informal discussions with 30
|Sarah Varnom, Lead inspector||Additional Inspector|
|Michael Barron||Additional Inspector|
Information about this school
- Bethany Junior School is a larger than the average junior school, with a higher than average
proportion of pupils eligible for the pupil premium (additional funding for children in local
authority care or known to be entitled to free school meals). The school has a higher than
average proportion of pupils with disabilities and special educational needs. These needs include
behaviour and learning difficulties.
- The school is part of a federation with St Clement’s and St John’s Infant School. Both schools
share the same headteacher and governing body.
- The proportion of pupils from ethnic minority backgrounds, many with a first language other
than English, is also higher than average. Several of this group are at the early stages of
learning to speak English. More than 30 different languages are spoken in school.
- Pupils often attend the school for short periods of time and move into and out of the area with
no notice. Just over 60% of pupils in the present Year 6 attended the school in Year 3.
- The school runs a breakfast club which is managed by the governing body and therefore formed
part of this inspection.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve the quality of teaching from good to outstanding by:
– ensuring pupils always understand what it is they are going to be learning and know how they
will have achieved this
– making sure teaching assistants are always fully involved in helping pupils to learn in lessons
– making sure teachers’ marking of pupils’ work and their spoken feedback always help pupils to
know what they have to do to improve their work.
Make sure that any changes to the school’s behaviour policy are always explained in detail to
pupils and parents.
|The achievement of pupils||is good|
Taking account of their different starting points, the proportion of pupils making and
exceeding expected progress in English and mathematics compares favourably with the
Pupils presently in Year 6, who have attended the school since Year 3, are making good
progress. Their standards of attainment are above average and this was clear from pupils’
work and from the school’s systems to track the progress of individual pupils in English and
The well above average number of pupils who did not first enter the school in Year 3 have
also made good progress, several from below average starting points.
Pupils with disabilities and special educational needs are well catered for by the school and
make good progress. The progress of minority ethnic pupils, especially those with a first
language other than English, is also good and reflects the effective level of care and support
they receive from the school.
The funding the school receives for those pupils eligible for the pupil premium is used well to
offer these pupils extra support with their learning. This has helped to narrow the gap in
achievement between this group and those pupils not receiving this benefit.
Reading is given a high priority in school. The teaching of reading is well supported by the
regular teaching of letters and sounds and intervention programmes are used effectively to
support less able readers.
Improvements in the teaching of mathematics since the last inspection have seen progress
and standards improve in this subject, including in Year 3 and Year 4.
|The quality of teaching||is good|
Teachers have high expectations of the progress pupils are capable of making.
Teaching in all subjects, including in mathematics and English, is usually good with examples
of outstanding practice. A majority of the teaching observed during the inspection was of a
good standard, some was outstanding.
The school has developed effective systems to check the quality of teaching and uses the
information well to ensure that teachers are provided with the training they require in order
to improve their practice. As a result, teaching has improved since the last inspection.
Teachers try to make learning interesting for pupils by mixing subjects together. For
example, in a lesson based around a project on Ancient Egypt, pupils enthusiastically made
papyrus parchment and also death masks. They enjoyed making models with levers,
designing jewellery, taking photographs and took a great deal of pride in giving their visiting
parents a very full explanation about all the different things they were learning. Parents were
very pleased with what they saw, especially the work that their children had completed at
Teachers provide good opportunities for pupils to talk and listen to one another in lessons
and this helps them to learn to value each other’s ideas and opinions.
The quality of teachers’ marking of pupils’ work in books varies. Some is of a good quality,
but there are occasions when marking and spoken information do not give pupils enough
details about what they need to do to improve their work. This can affect their progress.
The teaching of disabled pupils and those with special educational needs, and also pupils
whose first language is not English, is well planned and organised. The teacher with
responsibility for these pupils is passionate about ensuring that all this group of pupils does
well. A mixture of whole class, small group and individual sessions are used effectively to
help these pupils make good progress.
Teaching is at its best when the pace of learning in lessons is brisk and short introductions
are used effectively to recap pupils’ previous knowledge and make sure pupils know what it
is they are expected to learn. However, in a minority of observed lessons, there were
occasions when lesson introductions were too long and confusing and pupils and teaching
assistants were not involved in learning activities for quite long parts of lessons. As a result,
pupils sometimes did not have the time to finish their work successfully and make the
progress they were capable of.
|The behaviour and safety of pupils||are good|
Pupils enjoy learning and have good attitudes to school. They are very polite and friendly.
Pupils say that they feel safe and secure in school. Their parents agree and value the very
good level of care and support the school provides for their children.
Pupils have developed a very good understanding of the different forms of bullying, including
physical, emotional and cyber bullying. However, they are adamant that little bullying takes
place in the school. They are also confident that adults always deal with any rare instances
quickly and firmly.
Pupils enjoy playtimes and lunchtimes. They behave well even though the dining room and
the playground are very cramped.
Behaviour in lessons is good, although a very small minority of pupils very occasionally
misbehave. Several also stated, as did some parents, that they were sometimes unaware of
changes to the school’s behaviour policies.
Pupils’ attendance has improved since the last inspection and is now in line with national
averages. The school works hard with families to make sure pupils attend school on time and
regularly. Pupils arriving late have to come through the main school entrance and sign in.
Persistent lateness and pupil absences without reason are quickly followed up with an
immediate phone call to the homes of the pupils involved.
There have been no recent incidents of pupils being permanently excluded from the school
even though a very small minority of pupils have quite complex behaviour needs. The school
has developed a well-resourced and very attractive colourful ‘chill out’ room for pupils who
sometimes find behaving well and socialising with others quite difficult.
Sessions provided by the school for the families of pupils, which focus on the social and
emotional aspects of learning, are very effective in supporting parents to work with their
children in order to help them behave well.
|The leadership and management||are good|
The school’s leaders have a clear vision for continuous school improvement and have a firm
understanding of the strengths of the school and those aspects which are in need of
Senior leaders are accurate in the judgements they make about the quality of teaching. They
know how to help staff move forward and become even better teachers. Effective
performance management ensures that there is a good match between how well teachers
perform and how well they are paid.
The headteacher is very clear about the needs of the pupils in his school. He carefully directs
additional funding to support pupils’ learning. He and his deputy monitor the impact of this
spending regularly to ensure money is well spent.
Parents and carers are involved well in their children’s education and are kept informed via
frequent meetings, newsletters and text messages.
The curriculum excites and motivates pupils while providing them with a secure framework to
improve their reading, writing and mathematics skills. The school promotes positive
behaviour through a broad range of experiences that contribute well to pupils’ social, moral,
cultural and spiritual development. For example, pupils engage enthusiastically in the school
choir and in African drumming, performing as members of the Bournemouth School’s Music
The school provides a wide range of extra-curricular activities for pupils. These include
sporting, cultural and artistic activities and are popular with pupils. Over 70% of pupils
regularly attended at least one of these activities during the last school year.
The headteacher ensures that every pupil has an equal chance to achieve their best. The
school promotes equality of opportunity well and discrimination of any kind is not tolerated.
- The governance of the school:
– The governing body fulfils all its statutory duties effectively and ensures that arrangements
for safeguarding pupils are implemented thoroughly in order to keep pupils safe. Members of
the governing body are not afraid to ask challenging questions of the headteacher and senior
staff regarding the school’s performance. The chair of governors and the chair of the
curriculum and standards committee are in school regularly and understand the make up of
the school. They are able to ensure all governors are perceptive in their discussions about
the value of spending decisions and the impact these have on pupil progress. The governing
body has made good decisions about the spending of pupil premium funding. For example,
investment in a new reading programme has helped this group of pupils make similar
progress to all other pupils in developing their reading skills. Additionally, a parents’ forum
has been established by the governing body to enable parents to meet regularly and be
involved in discussions about the work of the school. This is helping the parents to work
together and is chaired by parents and supported by governors.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||113844|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|School category||Voluntary aided|
|Age range of pupils||7−11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||328|
|Appropriate authority||The governing body|
|Chair||Mrs Elizabeth Spreadbury|
|Headteacher||Mr Stephen Orman|
|Date of previous school inspection||22−23 September 2009|
|Telephone number||01202 393570|
|Fax number||01202 391947|