Clarendon Junior School
phone: 01980 607007
headteacher: Mrs Karen Ward B Ed (Hons)
360 pupils capacity: 86% full
160 boys 51%
150 girls 48%
Last updated: June 20, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 423854, Northing: 148891
- GPS coordinates
- Latitude: 51.239, Longitude: -1.6597
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 7, 2013
- Region › Const. › Ward
- South West › Devizes › Tidworth
- Town and Fringe - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Trust school
- Is supported by a Trust
- Clarendon Infants' School SP97QD (327 pupils)
- 0.5 miles Tidworth CofE (Controlled) Primary School SP97DD
- 0.5 miles Tidworth CofE (Controlled) Primary School SP97DD
- 0.5 miles Wellington Primary Academy SP97FP
- 0.8 miles Zouch Primary School SP97JF (265 pupils)
- 0.8 miles Zouch Primary School SP97JF
- 1.2 mile Castledown School SP119RR
- 1.2 mile The Wellington Academy SP119RR (1059 pupils)
- 2 miles Thistledown Education Centre SP119QF
- 2.2 miles Shipton Bellinger Primary School SP97TW (199 pupils)
- 2.3 miles Ludgershall Castle Primary School SP119RB (209 pupils)
- 3.2 miles Collingbourne Church of England Primary School SN83UH (120 pupils)
- 3.4 miles Kimpton, Thruxton and Fyfield Church of England Primary School SP118NT (190 pupils)
- 4.4 miles Kiwi Primary School SP49JY (192 pupils)
- 4.5 miles Appleshaw St Peter's CofE Primary School SP119HR (94 pupils)
- 4.8 miles Haig County Primary School SP49NH
- 4.9 miles Amport Church of England Primary School SP118BA (89 pupils)
- 4.9 miles Marsh Court House School SP110QD
- 5 miles Grateley Primary School SP118JS (83 pupils)
- 5 miles Grateley House School SP118TA (56 pupils)
- 5.2 miles Bulford St Leonard's CofE (VA) Primary School SP49HP (280 pupils)
- 5.4 miles Figheldean St Michael's Church of England Primary School SP48JT (87 pupils)
- 5.5 miles Durrington All Saints Church of England Voluntary Controlled Infants' School SP48HJ (146 pupils)
- 5.5 miles Newton Tony Church of England Voluntary Controlled School SP40HF (49 pupils)
Clarendon Junior School
Ordnance Road, Tidworth, Wiltshire, SP6 7QD
|Inspection dates||7−8 November 2013|
|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:
| The very large numbers of pupils who receive |
From their often low starting points, due to
Teaching is typically good and sometimes
Pupils experience a well-planned curriculum that
The needs of pupils who are disabled or have special
additional support through the pupil premium are
enabled to settle into school extremely quickly and
make good progress immediately.
disruptions in their schooling, pupils make good and
sometimes outstanding progress and most are now
reaching standards in line with those expected for
outstanding, so pupils achieve well throughout their
time at the school.
supports their good learning, behaviour and positive
educational needs are speedily identified and
addressed. The progress they are making is similar
to that of other pupils.
| The whole staff create a family |
The headteacher, ably supported by
All staff share the headteacher’s and
Parents and carers are very proud of the
environment in which all pupils feel safe
and well cared for. As a result, pupils
want to learn, and share a sense of
responsibility for each other. Their
behaviour is typically good and mostly
governors, gives a strong direction to the
whole school and is working hard to lift
the quality of teaching to outstanding.
governors’ enthusiasm and high
expectations of what pupils can achieve.
school. They are happy that their
children are safe and well cared for. They
find teachers and school leaders very
| The proportion of outstanding teaching is not |
Very occasionally the changes in the
yet high enough to ensure all pupils’ progress
is rapid and sustained across all year groups.
curriculum are not completely implemented in
lessons and so pupils are not always fully
challenged and excited in their learning.
| Occasionally teachers do not take the |
Plans for staff to share their skills and expertise
opportunities that pupils’ responses create to
extend their learning.
to enable further improvements in teaching are
not fully developed.
Information about this inspection
- The inspectors observed 16 lessons and a number of smaller teaching groups, some being
observed together with the headteacher and deputy headteacher. All teachers were observed
- Discussions were held with different groups of pupils, members of the governing body, the
headteacher and staff members.
- There were not enough responses to Parent View, an online survey of parents’ and carers’
views, to take them into consideration in planning the inspection. Inspectors looked at the
school’s own survey and met with parents and carers during the inspection.
- The inspectors also took account of the 21 staff questionnaire returns.
- The lead inspector held a telephone discussion with a representative of the local authority.
- The inspectors looked at pupils’ work, and heard pupils from different year groups read.
- The inspectors observed the school’s work, and looked at a range of documentation, including
information about pupils’ performance and progress, the school improvement plan, procedures
for safeguarding pupils, minutes of governing body meetings, school policies and curriculum
|David Marshall, Lead inspector||Additional Inspector|
|Penelope Orme||Additional Inspector|
|Peter Clifton||Additional Inspector|
Information about this school
- This school is larger than the average-sized junior school.
- The majority of pupils come from a White British background.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is broadly average as is the proportion supported at school action plus or
with a statement of special educational needs.
- The proportion of pupils supported through the pupil premium (additional government funding
for pupils who are known to be eligible for free school meals, who are looked after by the local
authority or whose families are in the armed forces) is very high. Of the 324 pupils on roll at the
time of the inspection, 280 were from families with one or both parents or carers in the armed
- Due to the large proportion of pupils from families in the armed forces, a very much larger than
average number of pupils join and leave the school other than at the usual time.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Increase the amount of outstanding teaching to make sure that more pupils reach the higher
levels of attainment by the time they leave the school, by:
using all responses from pupils to keep their interest and involvement in lessons at the highest
ensuring the well-planned activities are implemented consistently to maintain pupils’ interest
and concentration, so that the pace and rate of learning never slow
extending opportunities for staff to observe and share the outstanding practice in the school.
|The achievement of pupils||is good|
- Owing to the fragmented nature of many pupils’ schooling, and the high level of support pupils
need on entering the school, results in national tests are not a true reflection of their
achievement and progress. The detailed and comprehensive school and local authority data
show that pupils start in Year 3 with attainment levels below those expected for their age, and
often well below in their language skills. They make good progress immediately because of
good teaching and a broad range of interesting activities.
- Pupils work hard and their good progress means that by the end of Year 6, those pupils who
have been in the school from Year 3 achieve standards in English and mathematics in line with,
or above, the national average.
- Those pupils who enter the school other than at the usual time, often after significant gaps in
their schooling, are enabled to readily engage in their learning. They settle down rapidly and
begin to fill the many gaps in their learning and develop new knowledge quickly.
- The very high numbers of pupils who are eligible for support through the pupil premium funding
make good progress. The school has used its funding to provide these pupils with extra support,
both in lessons and out of school, by appointing additional members of staff to work with them
individually and in groups.
- Based on expectations for their age, the few pupils known to be eligible for free school meals
are making progress in line with that of their peers, performing at the same level as other pupils
in the school and pupils nationally by the time they leave the school.
- Work seen in lessons, pupils’ books and the evidence in the school’s own data show that
progress has accelerated well since the previous inspection. It is improving each year because
of better teaching and a well-planned curriculum. There are many pupils now on course to
achieve above expected levels for their age by the time they leave school.
- Disabled pupils and those who have special educational needs make good progress because
they receive effective support and work is set at the right level for them. Their attainment
compares well with pupils in other schools who need help.
|The quality of teaching||is good|
- The quality of teaching over time is good with some that is outstanding. The robust checks
undertaken by leaders followed by training and support have helped teachers to improve their
practice and embrace new initiatives.
- The pupil premium funding is used very effectively to provide targeted teaching for those pupils
needing additional support with their basic skills due to changes in their schooling over time. In
addition, the one-to-one and counselling sessions provided for those who are more emotionally
fragile have had a beneficial impact on personal development and improved pupils’ confidence as
- In the best lessons, teachers use dialogue and discussion effectively to promote greater
understanding. For example, in an outstanding lesson in Year 4, groups of pupils were devising
different ways of carrying figures in columns. ‘We are being very kind and sharing with our
neighbours’, really helped pupils to understand. The effective checking and prompting of the
teacher ensured pupils extended their thinking and made good gains in their learning.
- Good assessment procedures enable teachers to track pupils’ progress precisely and increase the
expectations of their achievement. Teachers’ marking lets pupils know how well they are doing
and the updates at the beginning of lessons help them to assess their own work.
- Reading, writing, communication and mathematics are taught effectively. Pupils have good
opportunities to apply their skills across other subjects and the curriculum provides interesting
activities that engage pupils. It was significant that in the lessons that were most effective
literacy and numeracy skills were being taught based on the excellent topic planning. This
engaged pupils’ interest from the beginning of the lesson and held it well throughout. Learning is
not yet outstanding overall because this careful attention to implementing all the agreed
changes to the curriculum seen in most lessons is not consistent across the school.
- Teaching assistants are adept at supporting individuals and groups of pupils, including those
with special educational needs or those who have recently joined the school. In several lessons
seen, the teacher and teaching assistants systematically circulated around the room, questioning
individuals about their learning. Teachers then adjusted their teaching in light of the pupils’
responses. Very occasionally this use of pupils’ responses is not always as well carried out and
pupils’ progress slows.
- The provision for disabled pupils and those with special educational needs is an outstanding
aspect of the school’s work. Very skilled teaching assistants, under the direction of special
educational needs coordinator, tailor the intervention programmes carefully to ensure the precise
needs of individual pupils are met and that they make the best possible progress.
|The behaviour and safety of pupils||are good|
- Pupils’ good behaviour is a testament to the strong procedures in place to enable them to settle
in quickly and be a part of the whole school.
- Pupils’ very positive attitudes to school are fostered through very effective relationships with
staff and the way in which pupils are involved in checking on and being consulted about their
own learning. All staff constantly encourage and reward pupils when they behave well.
- Pupils are very proud of their achievements and are keen to compare their experiences here
very favourably with their experiences before joining this school. As one boy said, ‘This is the
fifth school I have been in, and it is easily the best.’ Pupils take turns to be monitors or school
councillors and act as very good role models for their peers. Very occasionally pupils lose interest
in their lessons and waste a little time due to less effective teaching.
- Pupils are thoughtful, polite and helpful and get on well together reporting that bullying in any
form is rare and always dealt with speedily and successfully. Consequently they feel very safe
and happy in school, a strength acknowledged by parents and carers.
- Pupils are well aware of how they can deal with different forms of bullying and hazards they may
encounter including when using the internet.
- Pupils’ spiritual, moral, social and cultural development is promoted well, with pupils developing
a strong sense of local and international cultures. The school’s strong determination to prevent
discrimination ensures pupils develop empathy for others and that pupils from minority groups
are very well included.
- The school works hard to encourage good attendance, using the pupil premium funding
exceptionally well and liaising effectively with different agencies to support this. As a result,
incidences of poor attendance are decreasing and attendance levels are broadly average.
|The leadership and management||are good|
- The headteacher is ambitious for the school and has established a culture of high expectations
for staff and pupils. Through her outstanding leadership and rigorous self-evaluation she has
provided leaders and governors with a clear picture of what the school does well and where
further improvements are needed.
- There is a strong focus on improving the quality of teaching so that most is good with an
increasing proportion that is outstanding. Year group leaders and senior staff regularly check
the work of teachers and set targets for improvement. Close links between performance
management and professional development ensure that all staff have opportunities for career
progression and these systems ensure that only the best teaching is accepted and rewarded.
- The role of middle leaders in checking the quality of work in their areas of responsibility is being
developed well. The extent to which they understand, and use, the school's data on pupils’
performance to set up high enough expectations and drive up standards is now consistent.
- There is an expectation that all pupils will succeed, reflecting the school’s commitment to
equality of opportunity. Staff frequently check pupils’ progress to identify those at risk of falling
behind so that additional support can be provided. Consequently there are very few gaps in the
progress made by different groups of pupils. Discrimination on any grounds is not tolerated.
- The school has a well-planned curriculum, which is designed to combine subjects and develop
pupils’ skills for life. It is already providing exciting learning experiences for pupils through the
use of such activities as ‘Take One Picture’ or ‘Take One Book’. There is a wide range of cross-
curricular and enrichment activities to develop pupils’ skills and attributes.
- The school’s promotion of pupils’ social, moral, cultural and spiritual development is good. It is
given a high profile and promoted very well throughout the school. Cultural and moral
development draws effectively on pupils’ experiences of being at a range of schools and by
sharing the experiences that come from living in their local military community. Pupils say how
much they enjoy performing in front of their peers using a range of different media.
- The school has received the primary sports funding and has prepared an action plan on how to
spend this funding. They buy and use the best quality equipment, developing and consolidating
teachers’ subject knowledge in physical education and sports, and through the many additional
activities increase pupils’ participation in sports programmes. The impact of this funding on
pupils’ achievements is being monitored and evaluated and increasingly helps to build the sense
of belonging seen as so important to these pupils.
- The school has responded well to the effective ‘light touch’ support provided by the local
authority and will ‘buy in’ additional support as necessary.
- The governance of the school:
- Governors have a good balance of skills that they use to monitor and challenge school leaders
well. They visit school regularly so they understand how well pupils achieve in comparison
with other schools locally and nationally. Governors talk confidently about the quality of
teaching and ensure that systems for performance management are robust, particularly in
regard to the link between performance and teachers’ salary progression.
- Governors ensure that the pupil premium funding is spent to provide emotional and behaviour
support as well as enrichment activities for those pupils joining the school. Governors
undertake relevant training to equip them for their roles. For example, training on child
protection procedures has enabled them to ensure that the school complies with all
requirements for safeguarding pupils.
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||126492|
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||324|
|Appropriate authority||The governing body|
|Date of previous school inspection||23 September 2010|
|Telephone number||01980 607007|
|Fax number||01980 607008|