Churchdown Village Junior School
Headteacher: Mr M G Bacon
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School holidays for Churchdown Village Junior School via Gloucestershire council
240 pupils capacity: 101% full
120 boys 50%
125 girls 52%
Last updated: July 21, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 1954
- OSGB coordinates
- Easting: 388315, Northing: 219992
- GPS coordinates
- Latitude: 51.878, Longitude: -2.1712
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 11, 2014
- Region › Const. › Ward
- South West › Tewkesbury › Churchdown Brookfield
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Churchdown Village Infant School GL32NB
- 0.1 miles Churchdown Village Infant School GL32NB (183 pupils)
- 0.4 miles Churchdown School GL32RB
- 0.4 miles Churchdown School GL32RB (1285 pupils)
- 0.5 miles Chosen Hill School GL32PL
- 0.5 miles Chosen Hill School GL32PL (1402 pupils)
- 0.6 miles Churchdown Parton Manor Infant School GL32AG (140 pupils)
- 0.6 miles Churchdown Parton Manor Junior School GL32DR (150 pupils)
- 1 mile St Mary's Catholic Primary School GL31HU
- 1 mile St Mary's Catholic Primary School GL31HU (209 pupils)
- 1.3 mile Innsworth Infant School GL31HJ (128 pupils)
- 1.5 mile Hillview Primary School GL33LH (213 pupils)
- 1.5 mile Sir Thomas Rich's School GL20LF
- 1.5 mile Sir Thomas Rich's School GL20LF (904 pupils)
- 1.6 mile Longlevens Infant School GL20AX (348 pupils)
- 1.6 mile Hucclecote School GL33QN
- 1.6 mile Longlevens School GL20AY
- 1.7 mile Innsworth Junior School GL31AX (149 pupils)
- 1.8 mile Longlevens Junior School GL20AL (483 pupils)
- 1.9 mile Elmbridge Junior School GL20PE (311 pupils)
- 1.9 mile Dinglewell Junior School GL33HS (352 pupils)
- 1.9 mile Dinglewell Infant School GL33HS (261 pupils)
- 1.9 mile Phoenix College GL33SH
- 2 miles Elmbridge Infant School GL20LN (254 pupils)
Churchdown Village Junior School
|Unique Reference Number||115512|
|Inspection dates||30–31 March 2011|
|Report ing inspector||Mo Roberts HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||235|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||15 May 2008|
|School address||Station Road|
|Gloucester GL3 2JX|
|Inspection dates||30–31 March 2011|
This inspection was carried out by one of Her Majesty's Inspectors and two additional
inspectors. They observed nine lessons and saw nine teachers in all. They also saw parts
of lessons right across the curriculum. Meetings were held with a governor, senior staff
and groups of pupils. Inspectors looked at the pupils' work and scrutinised the school's
development planning, tracking and assessment information and files related to the
provision for pupils with special educational needs and/or disabilities. Health and safety
audits were also reviewed. Questionnaires from 44 parents and carers were analysed as
well as those from pupils and staff.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.
- The transition arrangements between the infant and junior school.
- The extent to which the curriculum is adapted to the needs of all learners, especially
those who did not appear, from the published data, to be making the expected
- The impact of the increase of sharing management responsibilities amongst a wider
group of staff.
Information about the school
This is a fairly large school serving a suburban community. Few pupils are known to be
eligible for free school meals. A smaller-than-average number of pupils are from minority
ethnic groups, new to learning English or have special educational needs and/or
disabilities. Pupils' special educational needs are mostly related to moderate learning
disability or behavioural and emotional issues. A few pupils come and go at non-standard
times largely because of the local military establishment.
|Overall effectiveness: how good is the school?||2|
|The school's capacity for sustained improvement||2|
Churchdown Village Junior School gives its pupils a good, well-rounded education. Pupils
attain standards that are significantly above the national average in English and
mathematics. They also achieve especially well in music, art, history and information and
communication technology (ICT). Pupils are exceptionally well aware of how to keep
healthy, benefiting from a good range of sports clubs as well as from the Eco committee's
work. Lessons are lively and engage the pupils fully almost all the time. This, together
with their extra-curricular activities, ensures pupils are very active and busy. This
contributes to the pupils' behaviour, which is exemplary. The school has an ethos of caring
for each and every pupil as an individual, no matter what their circumstances. The high
quality of pastoral care helps those whose life circumstances, including frequent relocation
because of military needs, may make them potentially more vulnerable.
Teaching is consistently good, employing a wide mixture of strategies. Pupils use laptops
in the classroom as well as the ICT suite to good effect. This means they have good
opportunities to use and apply their new-found knowledge to real-life situations, such as
obtaining maximum discounts on hypothetical web purchases! The curriculum is lively and
engaging. It broadens pupils' experience and understanding through visits to places such
as the Malvern Hills, and through the numerous visitors who come to the school. Pupils'
learning is also well supported by the strong partnership with parents.
Test data and inspection evidence show that pupils attain high standards and make good
progress from their starting points. The deputy head is now successfully developing the
tracking of individuals and groups to help accelerate pupils' progress even more. The gap
between the school's ambitious targets and the actual outcomes has begun to narrow.
The pupils with special educational needs and/or disabilities receive good support and
The school leadership team runs the school smoothly and is constantly looking for ways to
improve. The shared management works well; however, the subject coordinators have
had insufficient time to monitor the teaching of their subject in the classrooms. The overall
quality of teaching and learning is regularly monitored by senior leaders, but it lacks detail
in relation to how well staff accomplish their development points. The school's self-
evaluation is accurate and provides staff and governors with a clear overview of the
school's effectiveness. Leaders are fully aware that greater precision in development
planning and more rigorous evaluation of the impact of actions are necessary in order to
support the school in moving from good to outstanding. The school's capacity for
sustained improvement is therefore good. The school is well supported in its work by the
What does the school need to do to improve further?
- Sharpen the focus of the school's development planning to make the timings more
precise and to ensure the impact of the change is fully evaluated.
- Involve subject coordinators in unflinchingly evaluating the quality of teaching and
learning in their subjects, initially through paired observations with senior managers.
|Outcomes for individuals and groups of pupils||2|
After a dip in attainment in 2009, in 2010 pupils' test results were once again significantly
above the national average in English and mathematics. Pupils of all abilities do well and it
is noteworthy that those who enter late, including some with low starting points, also
make good progress. There is no one group of pupils who underachieve. Pupils respond to
teachers' high expectations and clear instructions by behaving impeccably and taking pride
in their work. They are involved in the local community through events in the church and
through links with other local schools in the wider area. All pupils get on very well
together, regardless of background or ability. They have a strong sense of fairness and
are keen to see fair play and justice. Pupils are developing good working habits and work
well in pairs, including in their computer work. Their basic skills are good and form a
strong foundation for their future lives and economic well-being. They understand what it
is to be a good citizen and to care for the environment. They can assess risks and know
how to keep safe; for example, they are well aware of the dangers associated with the
train line which is close to the school.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning||2|
|Taking into account: |
|The quality of pupils' learning and their progress||2|
| The quality of learning for pupils with special educational needs and/or disabilities |
and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifestyles||1|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils develop workplace and other skills that will contribute to |
their future economic well-being
|Taking into account: |
|The extent of pupils' spiritual, moral, social and cultural development||2|
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4
How effective is the provision?
The rich and stimulating curriculum gives pupils a lot of 'hands-on' experiences. It is well
linked to pupils' interests such, as the work done on the differences in technology in the
lives of their great-grandparents and people today. Links with the international community
are strong and broaden pupils' experiences and knowledge of the world; the school's
Kenya Club has helped pupils understand the issues in a developing country. Pupils have
recently also helped people affected by the earthquake in Japan. The school is an inviting
place, with numerous displays that support learning effectively. The newly refurbished
library is bright and enticing. The new cloakrooms also enhance pupils' pride in looking
after their belongings.
Teachers and their assistants have good knowledge and understanding of the subjects
they teach. Their lesson planning is conscientious and usually shows how different pupils
are to be taught, even within classes that have already been grouped by their speed of
learning. Appropriate changes are made if the pace of learning is different than expected,
but in the odd lesson the overall organisation is not fully considered and some learning
time is lost when pupils are moved around unnecessarily. Teachers are good at assessing
pupil progress and they do not hesitate to re-teach or review if pupils are struggling with
hard concepts; this was evident in a good lesson observed on early algebra, for able
mathematicians. Pupils showed delight when they eventually mastered the challenging
examples. Teachers' written responses to pupils' work help pupils to improve. Pupils have
time to respond to advice and are, on the whole, self-motivating and quite independent
about trying to improve their own learning. They know what they are aiming for in terms
of targets. This is especially evident in their writing, which develops well throughout the
year. Pupils with special educational needs and/or disabilities are given good in-class
support. Pupils like the positive approach staff all take to managing behaviour; anything
untoward is effectively nipped in the bud.
Teachers know their pupils well and as a result the care, guidance and support given are
of a good standard. The one-to-one tuition some receive is having a positive impact on
their achievement. This tailored approach helps to fill gaps where pupils may have missed
something if they have moved around a lot, or were ill for any length of time. Transition
from the infant school is reasonably well supported and governors have helped develop
and improve this in recent years. Attendance is good, with prompt registration and good
punctuality. Support for transition to the secondary schools is good and pupils feel
confident about the arrangements. Support for the most vulnerable at this time is
exceptionally well considered.
These are the grades for the quality of provision
|The quality of teaching||2|
|Taking into account: |
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, |
|The effectiveness of care, guidance and support||2|
How effective are leadership and management?
Leaders seek improvement in a thoughtful manner. Increasingly the leadership is a shared
function, with everyone working hard to drive the school forward through various
initiatives. Subject leadership is generally good but subject leaders have not had tim e to
monitor the teaching of their subjects directly. A robust system to track the progress of
individual pupils is beginning to help identify any areas where pupils' progress slows.
Governance is good; governors understand their role to support and challenge the school.
They keep up to date. Pupils appreciate the work undertaken by governors attached to
their classes. At the time of the inspection good arrangements were in place to safeguard
pupils. Issues about safety and well-being are appropriately incorporated into the
curriculum. However, the joint access from the road for pedestrians and vehicles requires
further urgent consideration to ensure everyone's safety. The school is a harmonious
community where all have equality of opportunity. The high quality teaching and care
bring out pupils' individual strengths. Pupils' understanding of community cohesion and
diversity is good and is reflected in how well they run the school council and in their
positive attitudes to visitors to the school from various beliefs and cultural groups.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and driving |
|Taking into account: |
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and tackles |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for money||2|
Views of parents and carers
The response rate was low as the school had already conducted a survey of its own in the
month that the inspection took place. Responses received in both the school questionnaire
and the inspection questionnaires were very positive, with parents and carers strongly
supporting the school. The few minor concerns raised were largely unsubstantiated when
investigated. However, the inspectors followed through in detail the potential risk/safety
issue regarding cars using the same entrance as the pupils. They received assurances
from the staff and governors that prompt action will be taken as soon as the architects'
report on how to solve the issue is received, and this was confirmed as being due at the
end of April 2011. Email confirmation was seen that the report is due at the end of April.
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Churchdown Village Junior School
to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school.
The inspection team received 44 completed questionnaires by the end of the on-site inspection. In total,
there are 235 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.
|My child enjoys school||30||68||14||32||0||0||0||0|
|The school keeps my child |
|My school informs me about |
my child's progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child's learning
|The school helps my child to |
have a healthy lifestyle
|The school makes sure that |
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
|The school meets my child's |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and concerns
|The school is led and |
|Overall, I am happy with my |
child's experience at this
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that |
is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||21||42||29||9|
New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspec tion outcomes (see
The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning, |
development or training.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Capacity to improve:||the proven ability of the school to continue |
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
|Leadership and management:||the contribution of all the staff with responsibilities, |
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are
developing their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
|The school's capacity for sustained |
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
|Progress:||the rate at which pupils are learning in lessons and |
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.
1 April 2011
Inspection of Churchdown Village Junior School, Gloucester GL3 2JX
Thank you for the help you gave us when we visited your school. We enjoyed seeing you
learn in class and in the computer suite. We also enjoyed talking to those of you who
came to speak to us. Thank you for filling in the pupils' questionnaire; it was good to find
out how much you enjoy school. We agree with you that you go to a good school. These
are some of the best things about your school.
- You all behave exceptionally well and are well mannered.
- You listen and learn well in your mesons. This means that by year 6 you have made
good progress and reach standards in English and mathematics that are well above
the national average.
- Your headteacher and his leadership team do a good job and are always looking for
ways to improve, and they are well supported by the governors.
- Your School is a happy community and you are exceptionally knowledgeable about
how to keep fit and healthy.
- You all have great opportunities to do lots of exciting things because the curriculum
is broad and balanced, with lots of opportunities for music and art.
- You are also well guided and cared for by all staff, including teaching assistants and
the dinner staff.
To help your school get even better, we have asked the staff to do two things.
Firstly, to tighten up the school development plans and then check that everything is done
promptly and that changes are effective in achieving the school's goals.
Secondly, to involve the teachers who lead subjects in keeping a close watch to see that
all of you are making the maximum progress you are capable of in those subjects.
Please help by continuing to try hard in class, and good luck in your eco work.
Her Majesty's Inspector