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Fleetville Junior School Closed - academy converter May 31, 2012

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Fleetville Junior School
228 Hatfield Road
St Albans
Hertfordshire
AL14LW

01727 *** ***

Headteacher: Mr J Loukes

Website: www.fleetvillejm.herts.sch.uk

School holidays for Fleetville Junior School via Hertfordshire council

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Primary — Community School

URN
117137
Education phase
Primary
Establishment type
Community School
Establishment #
2093
Open date
Feb. 26, 1997
Close date
May 31, 2012
Reason open
New Provision
Reason closed
Academy Converter
OSGB coordinates
Easting: 516436, Northing: 207205
GPS coordinates
Latitude: 51.751, Longitude: -0.31465
Accepting pupils
7—11 years old
Ofsted last inspection
June 8, 2011
Region › Const. › Ward
East of England › St. Albans › Clarence
Area
Urban > 10k - less sparse

Rooms & flats to rent in St. Albans

Schools nearby

  1. Fleetville Junior School AL14LW (356 pupils)
  2. 0.1 miles Fleetville Infant and Nursery School AL14LX
  3. 0.1 miles Fleetville Infant and Nursery School AL14LX (356 pupils)
  4. 0.3 miles St Alban and St Stephen Roman Catholic Infant and Nursery School AL15EX (240 pupils)
  5. 0.3 miles Saint Alban and St Stephen Catholic Junior School AL15EG (244 pupils)
  6. 0.3 miles Verulam School AL14PR
  7. 0.3 miles Verulam School AL14PR (1076 pupils)
  8. 0.4 miles Camp Primary and Nursery School AL15PG (245 pupils)
  9. 0.5 miles Cunningham Hill Junior School AL15QJ (270 pupils)
  10. 0.5 miles Cunningham Hill Infant School AL15QJ (180 pupils)
  11. 0.6 miles Windermere Primary School AL15QP (185 pupils)
  12. 0.6 miles Loreto College AL13RQ
  13. 0.6 miles Loreto College AL13RQ (926 pupils)
  14. 0.7 miles Oakwood Primary School AL40XA (314 pupils)
  15. 0.7 miles Beaumont School AL40XB
  16. 0.7 miles Beaumont School AL40XB (1192 pupils)
  17. 0.8 miles Maple Primary School AL13SW (245 pupils)
  18. 0.8 miles Lyndale School AL13QR
  19. 0.8 miles St Albans Tutors AL11LN (56 pupils)
  20. 0.9 miles Bernards Heath Infants' School AL14AP (314 pupils)
  21. 0.9 miles St Peter's School AL11HL (265 pupils)
  22. 0.9 miles Francis Bacon School AL15AR
  23. 0.9 miles St Albans High School for Girls AL13SJ (959 pupils)
  24. 0.9 miles The Links Education Support Centre AL40TZ

List of schools in St. Albans

Ofsted report transcript

Fleetville Junior School

Inspection report

Unique Reference Number 117137
Local Authority Hertfordshire
Inspection number 363861
Inspection dates 8–9 June 2011
Report ing inspector Keith Brown

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Junior
School category Community
Age range of pupils 7–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 351
Appropriate author ity The governing body
Chair Juliet Woodford
Headteacher Jeremy Loukes
Date of previous school inspection 8 October 2007
School address 228 Hatfield Road
St Albans
AL1 4LW
Telephone number 01727 855134
Fax number 01727 811541
Email address admin@fleetvillejm.herts.sch.uk
Age group 7–11
Inspection dates 8–9 June 2011
Inspection number 363861

Introduction

This inspection was carried out by three additional inspectors. The inspectors observed 16
lessons and 12 teachers. Meetings were held with pupils, the headteacher, teachers, and
the chair of the governing body. Inspectors observed the school's work and looked at
safeguarding arrangements, as well as other information including development planning,
schemes of work, policies, procedures and a range of pupils' books. A total of 121 parents'
and carers' questionnaires were scrutinised, together with 16 from staff and 100 from
pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • Do all pupils, including those with special educational needs and/or disabilities, know
    how well they are doing in their learning and how to improve further?
  • Are teaching and learning now consistently good or outstanding?
  • How accurate are the school's assessments of the progress made by pupils?

Information about the school

Fleetville is an above average-sized junior school. Two thirds of the pupils are from White
British backgrounds and the rest are from a wide variety of other heritages. The
proportion of pupils from minority ethnic groups is above average as is the proportion of
pupils learning English as an additional language. The percentage of pupils identified with
special educational needs and/or disabilities and the percentage of pupils with a statement
of special educational needs are similar to the national averages. The proportion of pupils
known to be eligible for free school meals is low. Amongst its national awards, the school
has Artsmark Gold, Healthy Schools status and Activemark.

Inspection judgements

Overall effectiveness: how good is the school? 1
The school's capacity for sustained improvement 1

Main findings

Fleetville Junior is an outstanding school. Pupils get off to an excellent start in Year 3 and
the outstanding quality of the learning and progress of many pupils is maintained
throughout their time in the school. Teaching is excellent, pastoral care is ex ceptional and
the curriculum is highly stimulating and very innovative. As a result, pupils' behaviour is
excellent and they feel very safe. 'We are proud to go to Fleetville Junior' is typical of the
comments pupils made during the inspection. Parents and carers are very happy with the
education their children receive. One noted 'I couldn't ask for a better school for my
children to attend.
At the time of the last inspection, the school was judged to be good and improving
rapidly. The pursuit of excellence has now been maintained over a considerable period of
time, demonstrating the school's outstanding capacity for sustained improvement. The
headteacher provides inspirational leadership that is calm, analytical and responsive and
he has empowered leaders at all levels to help drive improvement.
The headteacher, deputy headteacher and senior leaders have established an
exceptionally rigorous programme of self-evaluation, which includes an extremely accurate
assessment of teaching and learning in lessons and very detailed tracking of pupils'
progress. It enables them to pinpoint where improvement is needed for individuals and
groups of pupils. All pupils, including those with special educational needs and/or
disabilities, have a clear understanding of how well they are doing in their lessons and
what to do to improve.
The school's performance in the national English and mathematics tests for pupils in Year
6 has been high for the last five years. It is typical of the school's aspirational approach
that leaders have recognised that attainment in mathematics could be raised even higher.
A programme to enable pupils to develop a greater depth of mathematical understanding
is being developed for all year groups. Attendance is high and punctuality exemplary, as
pupils enjoy all their time at school. Pupils' keen appetite for teamwork, together with
their very high literacy, numeracy, science and information and communication technology
skills, prepare them exceptionally well for their future education.
Fleetville Junior School is a very important part of its local community. Leaders do much to
promote community cohesion and they are keen to lift provision for it to become
outstanding. Although there are already some good links with schools in other areas, they
are looking forward to promoting community cohesion still further by widening links with
other schools.

What does the school need to do to improve further?

  • Accelerate progress in mathematics by raising pupils' confidence in using
    mathematical concepts.
  • Extend the school's provision for community cohesion by implementing its plans to
    link with schools in other localities.
Outcomes for individuals and groups of pupils 1

The attainment of pupils on entry varies but is generally above average. The school builds
exceptionally well on the favourable starting points of many pupils. The work of pupils
currently in Year 6 and the school's assessment records show that the pupils are on track
to maintain high levels of attainment. The progress made by all pupils, whatever their
background, is at least good in all subjects. Pupils who arrive at the school with slightly
lower abilities make exceptional progress in reading and writing, with high-achieving pupils
making outstanding progress in reading and mathematics. Pupils learning English as an
additional language are making excellent progress in reading, writing and mathematics.
Pupils with special educational needs and/or disabilities make excellent progress because
staff have identified pupils' individual needs early and appropriate interventions are put in
place. Teachers and teaching assistants help pupils by providing appropriate support and
challenge, modelling skills precisely and teaching specialist subject vocabulary.
The learning observed in lessons was outstanding. Pupils gain knowledge and develop
understanding exceptionally well. They practise the skills they learn very competently.
Pupils listen to each other's views carefully and are skilled at using a partner to bounce
ideas off and come up with a well-reasoned answer. In an outstanding Year 6 history
lesson, for example, pupils worked in pairs to answer complex questions about the staging
of plays in ancient Greece. Pupils showed a resolute determination to tackle very
challenging activities in all the subjects observed and were rarely off task.
Pupils have an excellent understanding about what constitutes unsafe situations and talk
confidently about how to keep safe and stay healthy. Their knowledge of safety
procedures and rules within the school is exceptional and older pupils assume
responsibility naturally for ensuring that younger ones learn and abide by them. Behaviour
in and out of lessons is exemplary and pupils say there is no bullying.
Pupils make outstanding progress in their spiritual, moral, social and cultural development.
They have an excellent understanding of their rights and responsibilities and pupils are
keenly aware of how their actions can affect others. They enjoy taking on extra
responsibilities, for example, by joining the school council or by becoming 'buddies' for
younger pupils. School musicians are held in very high regard and perform regularly at
local churches and the town's concert hall as well as being featured on radio and in the
town's newspapers. Pupils have developed an excellent knowledge of the world of work
and of their future economic role in society by the time they reach Year 6.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 1
Taking into account:
Pupils' attainment¹
1
The quality of pupils' learning and their progress 1
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
1
The extent to which pupils feel safe 1
Pupils' behaviour 1
The extent to which pupils adopt healthy lifestyles 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
1
Taking into account:
Pupils' attendance¹
1
The extent of pupils' spiritual, moral, social and cultural development 1

1

The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

The headteacher is supported very ably by the deputy headteacher and the leadership
team. All staff are focused relentlessly on further improvement and work together
outstandingly well. Plans are evaluated rigorously and followed through. Morale is very

high. Promotion of equality of opportunity is at the heart of the school’s work, creating a

very positive and harmonious atmosphere. Fleetville Junior is a truly inclusive school in
which there is no evidence of discrimination and pupils sometimes with major disabilities

are welcomed as members of the school community. The school is tracking each pupil’s

progress towards very challenging targets. The headteacher and other leaders review

teachers’ planning, monitor the quality of lessons, and scrutinise pupils’ work

outstandingly well.

The headteacher’s very informative reports to the governing body convey progress

towards targets within the school development plan. There have been a number of
changes in the composition of the governing body over the last two years. Several new
governors have all been inducted effectively. The governing body provides good strategic
direction and challenge and is involved fully and systematically in evaluating the school.
Financial management is excellent and the school offers outstanding value for money.
The school works exceptionally well with parents and carers, whose views are sought and
acted upon regularly. A well-organised Parents’ and Carers’ Forum represents a cross-
section of the parents and carers. It has provided guidance on topics such as the content

of curriculum evenings and the layout of school reports. Parents and carers are kept very
well informed. For example, regular newsletters keep them abreast of activities in the
school and the school’s website is accessible and friendly in tone. Links and partnerships
with agencies ensure exceptional support for pupils who have specific needs. Fleetville

Junior is the ‘hub school’ for a local authority consortium of 17 schools. The work

undertaken has enabled the school to develop a wide range of high-quality services, such
as parent and carer support, counselling and mentoring.
Safeguarding policies and procedures are outstanding. They are reviewed regularly, so
that adults and pupils have an excellent understanding of safety issues. Risk assessments
are exceptionally thorough and considered by the local authority to be a model of
excellent practice. Very careful checks are made of the suitability of adults to work with
children. Community cohesion is promoted well. Following a thorough audit, the school
has rightly assessed that community cohesion could be improved further by building links
with a wider range of schools. Plans are in hand to develop this aspect.

These are the grades for the quality of provision

The quality of teaching 1
Taking into account:
The use of assessment to support learning
1
The extent to which the curr iculum meets pupils' needs, including, where relevant,
through partnerships
1
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The headteacher is supported very ably by the deputy headteacher and the leadership
team. All staff are focused relentlessly on further improvement and work together
outstandingly well. Plans are evaluated rigorously and followed through. Morale is very

high. Promotion of equality of opportunity is at the heart of the school's work, creating a

very positive and harmonious atmosphere. Fleetville Junior is a truly inclusive school in
which there is no evidence of discrimination and pupils sometimes with major disabilities
are welcomed as members of the school community. The school is tracking each pupil's
progress towards very challenging targets. The headteacher and other leaders review
teachers' planning, monitor the quality of lessons, and scrutinise pupils' work
outstandingly well.
The headteacher's very informative reports to the governing body convey progress
towards targets within the school development plan. There have been a number of
changes in the composition of the governing body over the last two years. Several new
governors have all been inducted effectively. The governing body provides good strategic
direction and challenge and is involved fully and systematically in evaluating the school.
Financial management is excellent and the school offers outstanding value for money.
The school works exceptionally well with parents and carers, whose views are sought and
acted upon regularly. A well-organised Parents' and Carers' Forum represents a cross-
section of the parents and carers. It has provided guidance on topics such as the content

of curriculum evenings and the layout of school reports. Parents and carers are kept very
well informed. For example, regular newsletters keep them abreast of activities in the
school and the school's website is accessible and friendly in tone. Links and partnerships
with agencies ensure exceptional support for pupils who have specific needs. Fleetville
Junior is the 'hub school' for a local authority consortium of 17 schools. The work
undertaken has enabled the school to develop a wide range of high-quality services, such
as parent and carer support, counselling and mentoring.
Safeguarding policies and procedures are outstanding. They are reviewed regularly, so
that adults and pupils have an excellent understanding of safety issues. Risk assessments
are exceptionally thorough and considered by the local authority to be a model of
excellent practice. Very careful checks are made of the suitability of adults to work with
children. Community cohesion is promoted well. Following a thorough audit, the school
has rightly assessed that community cohesion could be improved further by building links
with a wider range of schools. Plans are in hand to develop this aspect.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
improvement
1
Taking into account:
The leadership and management of teaching and learning
1
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
2
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and we ll-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discrimination
1
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 1

Views of parents and carers

The proportion of parents and carers who responded to the questionnaire is similar to that
in most primary schools. The very large majority of responses were positive about most
areas of the school's work. Very few parents and carers expressed written concerns, but
there was no common theme among them.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Fleetville 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 121 completed questionnaires by the end of the on-site
inspection. In total, there are 351 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%.

Statements Strongly
agree
Agree Disagree Strongly
disagree
Total % Total % Total % Total %
My child enjoys school 77 64 43 36 1 1 0 0
The school keeps my child
safe
88 73 33 27 0 0 0 0
My school informs me about
my child's progress
43 36 76 63 1 1 0 0
My child is making enough
progress at this school
52 43 65 54 3 2 0 0
The teaching is good at this
school
64 53 56 46 0 0 0 0
The school helps me to
support my child's learning
62 51 57 47 0 0 0 0
The school helps my child to
have a healthy lifestyle
55 45 65 54 1 1 0 0
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
employment)
82 68 37 31 0 0 0 0
The school meets my child's
particular needs
52 43 65 54 3 2 0 0
The school deals effectively
with unacceptable behaviour
51 42 64 53 3 2 0 0
The school takes account of
my suggestions and concerns
49 40 67 55 0 0 0 0
The school is led and
managed effectively
73 60 47 39 0 0 0 0
Overall, I am happy with my
child's experience at this
school
81 67 39 32 0 0 0 0

Glossary

What inspection judgements mean

Grade Judgement Description
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
Nursery schools 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

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 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

www.ofsted.gov.uk).

The sample of schools inspected during 2010/11 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
improvement.
pupils' needs, including, where relevant,
through partnerships.
support.
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.

10 June 2011
Dear Pupils

Inspection of Fleetville Junior School, St Albans, AL1 4LW

Thank you for your welcome when we visited your school. We enjoyed our time with you.
A special thank you goes to those of you who shared your views with us through
questionnaires and in conversations. You told us that you feel extremely safe and very
well cared for and we found evidence to support this view.
We judged that your school is outstanding. You work very hard. Many of you make
excellent progress and you behave exceptionally well in and out of lessons. You listen to
one another and look after one another. The things you learn about are interesting and
the teaching is outstanding.
Your headteacher and all the staff do an excellent job in leading and organising the
school. We have asked them to help you do even better in mathematics by giving you
opportunities to become more confident in using mathematical ideas. We have also asked
them to help you to learn more about how pupils work in other schools.
You can help by continuing to attend regularly and doing the best you can in all of your
lessons.
Congratulations on what you have achieved and best wishes for the future.
Yours sincerely

Keith Brown
Lead Inspector (on behalf of the inspection team)

.

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