Churchdown Village Junior School
phone: 01452 712330
headteacher: Mr M G Bacon
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
Station Road, Churchdown, Gloucestershire, GL3 2JX
|Inspection dates||11–12 June 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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
| The headteacher instils an enthusiasm for |
Teachers take into account a wide and varied
High expectation and aspirations, with
Over time, an increasing proportion of pupils
Activities in a range of subjects are matched
learning in pupils, staff and parents. A
positive climate permeates the school.
range of information about pupils’ progress
before planning learning. This enables all
groups to make good progress in reading,
writing and mathematics.
challenging tasks and activities, ensure all
pupils achieve well.
make good progress across the school.
extremely well to pupils’ interests. This leads
to relevant and purposeful teaching which
engages pupils fully in their learning.
| Pupils’ behaviour is impeccable. Pupils have |
Pupils feel and know how to stay safe. Parents
The headteacher, staff team, governors and
The school’s leaders and governors have an
extremely positive attitudes to learning and
have high aspirations to do well.
are overwhelmingly positive about safety.
pupils embrace the school’s vision and follow
its principles of honesty, enthusiasm,
aspiration, respect and team work (‘heart’) in
all of their work.
accurate understanding of the school’s work.
Staff performance is checked with rigour.
| Pupils of broadly average ability do not make |
progress as quickly in mathematics by the
end of Year 6 as other pupils.
| Teaching in mathematics has improved this |
year but is not always as good as it is in
reading and writing.
Information about this inspection
- Inspectors observed teaching in 12 lessons taught by eight teachers. In addition, they made a
number of short visits to lessons.
- The inspectors looked at past and current information about pupils’ progress and pupils’ work in
books and on display.
- The inspectors also looked at the school’s own assessments of its strengths, school improvement
planning and documents relating to behaviour and safeguarding.
- The inspectors met with small groups of pupils to talk about their learning and to find out what
they thought of the school. Inspectors also met with staff and a group of governors.
- Inspectors talked to parents informally at the start of the school day. They considered 73
responses in the online questionnaire (Parent View) and also took account of the school’s own
recent parent survey.
- The inspectors took note of 15 staff questionnaires.
|Georgina Beasley, Lead inspector||Additional inspector|
|David Mankelow||Additional inspector|
Information about this school
- Churchdown Village Junior School is an average-sized school.
- Nearly all pupils are from White British backgrounds.
- The proportion of pupils supported by the pupil premium is well below that found in most
schools. This is additional government funding provided to give extra support to those pupils
known to be eligible for free school meals and to children who are looked after.
- The proportion of disabled pupils and those with special educational needs supported through
school action is average. The proportion supported at school action plus and with a statement of
special educational needs is well below average.
- The school meets the government floor standards which set the minimum expectations for
pupils’ progress and attainment.
What does the school need to do to improve further?
- Improve the quality of teaching in mathematics by ensuring that:
activities enable pupils to build precisely on their previous knowledge, skills and understanding
activities are modified when pupils are found to be struggling with them.
- Strengthen systems for checking the progress of middle attaining pupils in mathematics so that
a greater proportion makes more rapid progress by the end of Year 6.
|The achievement of pupils||is good|
- The school’s information about pupils’ learning and work in books indicates that pupils across the
school make good progress over time.
- The proportion of pupils making at least good progress has increased over the last two years
from their well-above-average starting points.
- Attainment continues to rise in reading, writing and mathematics and remains significantly above
average at the end of Year 6. The most able pupils in the current Year 6 have made particularly
good progress this year and an above-average proportion are on track to reach the higher Level
6 in reading, writing and mathematics.
- Disabled pupils and those who have special educational needs make good progress because they
receive the support that they need to succeed. Nearly all make expected progress and a few
exceed this to reach their potential.
- The small numbers of pupils who receive additional funding make good progress in reading,
writing and mathematics. In some year groups, the gap between pupils who receive the
additional funding is wider that than other pupils in the same class, and in others the gap is
closed completely. In the current Year 6, all pupils who received the funding have made
expected progress and half have done better than this.
- Pupils enjoy the range of activities to support their good learning in history, geography,
computing, science and religious education. Pupils who receive instrumental music lessons play
their instruments confidently as soloists and in ensembles. Additional government funding
provides numerous extra opportunities for pupils to apply their skills in a range of sports. Their
expertise is reflected in the school’s success in numerous sporting competitions.
- The school is successful in speeding up pupils’ progress in reading, writing and mathematics,
especially for the most able pupils. Pupils of broadly average ability do not make progress as
quickly in mathematics by the end of Year 6 as other pupils. This group of pupils, in particular,
struggles to apply their knowledge and understanding of numbers to problem-solving activities.
|The quality of teaching||is good|
- Teaching is typically at least good. The atmosphere in lessons is such that pupils are interested
and fully engaged in their learning. During the inspection, Year 3 pupils were observed
thoroughly enjoying learning about the Second World War and what it was like to be evacuated,
before writing about their experiences. Year 4 pupils learned a considerable amount about
creatures that live in and around ponds in science.
- In most activities, pupils are able to practise and improve reading, writing, mathematics and
computing skills in a number of different subjects. For example, Year 6 pupils researched and
calculated flights, car hire, tours and hotel costs to find the most cost efficient, yet enjoyable
and exciting, holiday for a family of four going to Australia.
- Teaching assistants and teachers give thoughtful and effective support to disabled pupils and
those who have special educational needs to enable them to be fully involved in learning in
lessons. Teaching assistants repeat teachers’ questions to check that the pupils have listened
and understood, and help to ensure that they fully understand what is expected when
- Teachers ask questions that readily enable them to check what pupils already know and can do,
and then give additional challenge or support to extend learning effectively. The information is
used well to give guidance and advice to pupils who struggle initially with new learning. Good
challenge is given to the most-able pupils so that they are now achieving at a much higher level
than pupils of the same age nationally.
- Occasionally, number problems in mathematics are too difficult for some pupils to solve without
considerable help from adults. Teachers and teaching assistants give good advice and guidance
to enable some to understand. They do not always then make the tasks and activities more
accessible for those who still find the work too difficult.
|The behaviour and safety of pupils||are outstanding|
- Pupils bring to school an enthusiasm for learning and high aspirations to succeed. They know
precisely how well they are doing and what they need to do to improve further.
- Pupils have considerable opportunities to be leaders. Pupils who are digital leaders support
pupils in younger year groups in computing. Trained playmakers support learning in physical
education lessons, again in younger year groups, and organise playtime activities. Reading
buddies support one another’s reading; learning detectives help check that everyone is following
the school’s ‘heart’ vision. School councillors play an active role in the school’s decision making
and the eco-committee ensures everyone keeps the school tidy and is energy efficient.
- Pupils say ‘inspired learning is making a real difference to our progress’. They enjoy posting their
learning on the school blog as a means of celebrating success and to keep parents and visitors
informed about their progress. One example of their successful learning was reflected in the
‘Grow £5’ project when Year 6 pupils grew £5 into over £600. They are now awaiting their
‘magical mystery tour’.
- The behaviour of pupils is outstanding. They are respectful to each other and to adults. They
know and understand the rules and follow them diligently. While they think there have been few
yellow and red cards given out this year for unacceptable behaviour, they also say that they
cannot be sure ‘because it is confidential’.
- The school’s work to keep pupils safe and secure is outstanding. The parent and child support
adviser (PACSA) gives timely and highly effective support to families and children who are
experiencing particular difficulties in their lives.
- Parents who completed the online questionnaire overwhelmingly agreed that their child was safe
and almost all that the school deals with bullying effectively. Pupils have an astute
understanding of what is bullying, including cyber bullying. They say that bullying incidents are
extremely rare and are confident that they would be sorted out quickly if they did happen.
- Attendance has been consistently high since the previous inspection. Despite enjoying playtimes
with their friends, all pupils move quickly back into school as soon as they are asked and settle
immediately to their work.
|The leadership and management||are good|
- The headteacher has established a vision that is embraced by pupils, staff, governors and
parents. ‘Heart’ (honesty, enthusiasm, aspiration, respect and team work) is understood by all
and how it drives all aspects of the school’s work. Everyone values the consequent positive
atmosphere in school.
- Pupils are clear that inspirational learning helps them to achieve well. Parents who spoke to
inspectors and who responded to the online questionnaire said how much their children enjoyed
school. In particular, parents of pupils in Year 3 valued the arrangements for helping their
children move from the infant school this year.
- All staff are proud to be a member of staff at the school. Staff value being able to work together
to plan activities that enable pupils to use skills learned in one subject in another. They also
recognise the strong contribution that activities make to pupils’ spiritual, moral, social and
- Staff training has supported improvements to the quality of teaching since the previous
inspection. Information about pupils’ progress is used to set performance targets for all staff.
School leaders, including governors when appropriate, make decisions about pay which are
based upon how well pupils achieve.
- Subject leaders lead the areas for which they have responsibility well. Processes for checking on
how well pupils are achieving ensure all staff know who is making at least good progress.
Teaching assistants work closely with teachers to identify when the progress of individuals and
small groups of pupils slows and to plan the support that they need to catch up quickly. As a
result, pupils’ progress continues to improve.
- The additional funding for sport pays for staff training to improve their skills in teaching a wide
range of sports, including tennis, tag rugby, athletics and cricket. Pupils enjoy taking part in
many additional clubs and fixtures as a result of the improvements to the teaching of sport. This
has a positive impact upon their health and well-being.
- The local authority gives the school good support. The headteacher, subject leaders and
governors have been active in seeking guidance and attending training in order to support the
drive for improvement. This is especially so in establishing a focus on progress as well as
attainment and in improving the quality of teaching.
- The governance of the school:
Governors have a very good understanding of the school’s strengths and priorities for
improvement because of their full involvement in reviewing and planning for every aspect of
its work. Governors’ understanding of pupil progress information and the quality of teaching
helps governors to ask challenging questions and to plan actions and finances that support the
school’s drive for improvement. Governors ensure all statutory requirements are met, including
those relating to safeguarding. Governors and school leaders regularly check the individual
plan of each pupil who receives additional funding and make sure that what is being provided
is making the planned difference to their achievement.
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||115512|
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|
|Number of pupils on the school roll||240|
|Appropriate authority||The governing body|
|Date of previous school inspection||30–31 March 2011|
|Telephone number||01452 712330|
|Fax number||01452 855978|