Four Lanes Community Junior School
phone: 01256 816326
headteacher: Mrs Corinne Martinez
360 pupils capacity: 84% full
155 boys 51%
150 girls 50%
Last updated: July 28, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 465854, Northing: 155361
- GPS coordinates
- Latitude: 51.294, Longitude: -1.0569
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 2, 2013
- Ofsted special measures
- In special measures
- Region › Const. › Ward
- South East › Basingstoke › Chineham
- Urban > 10k - less sparse
- Free school meals %
- Learning provider ref #
- 0.1 miles Four Lanes Infant School RG248PQ (268 pupils)
- 0.7 miles Great Binfields Primary School RG248AJ (236 pupils)
- 1.1 mile Marnel Junior School RG249PT (308 pupils)
- 1.1 mile Marnel Community Infant School RG249PT (269 pupils)
- 1.3 mile Chineham Park Junior School RG249BP
- 1.3 mile Chineham Park Infant School RG249BP
- 1.3 mile The Loddon School RG270JD (26 pupils)
- 1.3 mile Chineham Park Primary School RG249BP
- 1.6 mile South View Infant and Nursery School RG215LL (241 pupils)
- 1.6 mile St Mary's Church of England Voluntary Aided Junior School RG247DE (360 pupils)
- 1.6 mile St Bede's Catholic Primary School RG249DX (402 pupils)
- 1.7 mile South View Junior School RG215LL (224 pupils)
- 1.7 mile Old Basing Infant School RG247DL (268 pupils)
- 1.8 mile Merton Junior School RG249HB (162 pupils)
- 1.8 mile Merton Infant School RG249HB (177 pupils)
- 1.8 mile North Foreland Lodge School RG270HT
- 1.8 mile Dove House School RG215SU
- 1.8 mile Sherfield School RG270HU (405 pupils)
- 1.8 mile Dove House School RG215SU (178 pupils)
- 1.9 mile Everest Community College RG249UP
- 1.9 mile The Vyne Community School RG215PB (482 pupils)
- 1.9 mile Everest Community Academy RG249UP (649 pupils)
- 2 miles Maple Ridge School RG215SX (82 pupils)
- 2.1 miles Oakridge Infant School RG215RR (179 pupils)
Four Lanes Community Junior
Hanmore Road, Chineham, Basingstoke, RG24 8PQ
|Inspection dates||4–5 March 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||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 and senior leaders have worked |
Pupils are making good progress from their
All groups of pupils make similar progress because
The behaviour of pupils is good because most are
Pupils say they feel safe because they know adults
closely together to bring about improvements in
teaching. Consequently, teaching is consistently
good and continues to improve.
starting points. Their progress in reading is
particularly strong across the school.
senior leaders and teachers keep a close check on
individuals’ progress and quickly put in extra help
if pupils start to fall behind.
determined to work hard and consistently produce
their best work. Pupils are inviting to visitors,
show pride in their school and are usually kind
and considerate to each other.
care about them. Pupils know a lot about how to
stay safe. They weigh up risks and make good
decisions to help stay safe.
| Leadership and management are good. The |
The curriculum is good. It has been carefully
The spiritual, moral, social and cultural
Governors closely monitor the work of the school.
Leaders and governors are rigorous in ensuring that
headteacher and senior leaders make sure that
teachers know what they need to do to improve
their teaching. Leaders at all levels share the strong
vision for the school. Staff morale is high.
planned with the help of local authority consultants
to develop the skills pupils need, and to give them
engaging opportunities to practise these skills
across different subjects.
development of pupils is an emerging strength of
the school. Leaders, governors and staff place a
strong emphasis on developing rounded individuals.
As a result, they have an accurate view about its
performance. They hold the leaders to account for
improvements taking place quickly, and help to
focus the school leaders’ plans.
statutory requirements are in place and understood
by staff, particularly those for keeping pupils safe.
| Teaching is not yet outstanding. Sometimes |
teachers are not flexible enough to adapt plans
quickly if the work is too easy or hard for pupils.
Teaching and learning in the new foundation
curriculum (non-core subjects) are not as
consistently strong as in mathematics and English.
| Disadvantaged pupils enter the school a long way |
behind their peers. This group has yet to make the
consistently outstanding, rather than the currently
good, progress to fully close this attainment gap by
the time they leave the school in Year 6.
Information about this inspection
- This inspection began as the fourth monitoring inspection under section 8 of the Education Act 2005. The
monitoring inspection was because the school was judged as requiring special measures at its last section
5 inspection. During the visit, inspectors deemed it a section 5 inspection under the same act. Evidence
from the three previous visits was taken into account in the judgements.
- Inspectors observed 11 lessons across the four year groups, including several jointly with the
headteacher, and undertook shorter visits to seven other lessons.
- The school’s development planning and self-evaluation documents, policies and safeguarding procedures
- Inspectors met with senior staff, representatives of the governing body, other staff, groups of pupils and
representatives of the local authority.
- The 33 new responses to Parent View, from the start of the inspection, were taken into account, and
groups of parents were spoken with informally at the end of the school day.
|Peter Gale, Lead inspector||Additional Inspector|
|Peter Thrussell||Additional Inspector|
In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion
that the school no longer requires special measures.
Information about this school
- Four Lanes Community Junior School is larger than the average-sized primary school.
- The proportion of pupils eligible for support through the pupil premium (additional funding for looked after
children and pupils known to be eligible for free school meals) is below the national average. There are no
looked after children currently attending the school.
- The proportion of disabled pupils and those who have special educational needs is lower than the national
- The proportion of pupils from minority ethnic backgrounds is lower than the national average, as is the
proportion of pupils who speak English as an additional language.
- The school meets the current floor standards, which are the minimum standards for attainment and
progress expected by the government.
What does the school need to do to improve further?
- Improve the quality of teaching to ensure all pupils make outstanding progress in all subjects over time by
teachers are flexible enough to adapt their planned lessons quickly to maximise learning
the new enriched curriculum for the foundation subjects is embedded fully and consistently well taught
the attainment gap that disadvantaged pupils enter the school with is eradicated early in their school
|The leadership and management||are good|
- The headteacher, supported well by the local authority, has brought about considerable improvements in
all aspects of the school’s work since the previous inspection. She leads the school with a clear vision and
steely determination that all pupils will be successful, safe and happy.
- Performance management systems are strong. All teachers and leaders have individual plans for
improvement and these are driving high levels of accountability in the school. This is helping pupils
because it has brought an incisive focus on their achievement.
- The deputy headteachers, the special educational needs coordinator and the year leaders have all made
significant contributions to the school’s improvement. The leadership team is strong and mutually
supportive; all staff and pupils benefit as a result.
- Senior staff successfully lead work in mathematics and English to ensure very good teaching and
curriculum planning for all groups of pupils. Whilst improvements have been made to science and the
foundation subjects, these improvements are more recent and are not yet as well embedded in the
- The school’s leaders are engaged in continuous evaluation of the quality of education on offer at Four
Lanes. A thorough understanding of emerging strengths and areas that still need improvement drives
good quality development planning.
- Systems to monitor pupils’ achievement are now very effective. The achievement of groups of pupils, such
as the most able, those who are disabled or have special educational needs, or disadvantaged pupils, is
checked particularly carefully. The information gleaned is used effectively to provide any necessary extra
work to ensure pupils’ progress accelerates.
- Improvements to the quality of teaching are led very well. A comprehensive programme of professional
development is in place. All leaders are engaged in individual coaching and guidance. Teaching is
monitored closely and leaders know that the impact on teaching and learning across the school has been
strong. All teachers and teaching assistants are working successfully to improve their classroom practice.
- Pupils enjoy a rich programme of educational visits. For example, pupils enjoyed understanding how
ancestors lived in Hampshire at Butser Ancient Farm
They also get a very good understanding of their
locality through projects like ‘Amazingstoke’, celebrating the centenary of Basingstoke.
- The curriculum is designed to make a good contribution to all pupils’ social, moral, cultural and spiritual
All assemblies follow a theme connected to rights, respect and responsibility. Pupils are
prepared well for life in modern Britain by a range of activities like writing to their local Member of
Parliament about deforestation. The religious education curriculum and friendship groups foster tolerance,
spirituality and respect; these are reflected in pupils’ attitudes to visitors to the school and each other.
- Teachers are required, and seek, to secure equality of opportunity for all pupils. Each teacher regularly
plots the progress their pupils have made, checks who is behind and works with individuals to secure
improvement. As a result, and because the pupil premium is spent effectively, the achievement of
disadvantaged pupils is improving in English and mathematics.
- The sport premium is used effectively. Participation in sports clubs is up by a fifth. The school has audited
provision and outside interests and chosen to increase the breadth of opportunity available. As a result,
pupils are engaged in activities like fencing and street dance.
- The school’s leadership and governors have put in place good quality systems around all aspects of
safeguarding, and these are reviewed regularly.
- All parents spoken with during the inspection were positive about the current teaching at the school, and
felt it to have improved significantly. Their views agree with the new responses to Parent View at the time
of this inspection. The local authority has supported the school very well. Local authority consultants have
worked with subject advisers and teachers to develop teaching and learning across a wide range of
subjects. The good working relationship between the headteacher and local authority has ensured that the
support has been intelligently deployed to match the emerging priorities.
- The governance of the school:
− The governance provides good support and challenge for the leadership of the school by being linked to
different subjects. Individual governors are well trained in their roles and have become a cohesive
team. They are well informed about pupils’ achievements and challenge the leadership team effectively
to raise attainment further. Close attention is paid to data concerning the performance of groups of
pupils. Close scrutiny is undertaken of the progress of disadvantaged pupils, the more able and those
who are disabled and with special educational needs. Governors make sure that details are published on
the school website about how the pupil premium is spent, and its impact. They make regular visits to
the school to speak with staff, look at lessons and assemblies. Governors have very tight procedures for
ensuring that key policies are in place and regularly reviewed, particularly those related to keeping
pupils safe. Governors closely scrutinise performance management arrangements in the school. This
scrutiny ensures that recommendations around pay awards are closely aligned to high quality teaching
and pupils’ outcomes.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good
- Pupils are friendly and welcoming to visitors, frequently opening doors and asking how they might help.
They show pride in themselves, their work, and their school. Due to the school’s work on rights and
respect, there is a high level of mutual respect shown by pupils to each other.
- Pupils respond to good or better teaching very positively. There is a genuine air of excitement and interest
in many of the lessons. Pupils are very keen to do well and show tremendous pride when showcasing their
work to each other or inspectors.
- When teachers give pupils responsibility they respond very well. For example, they enjoy helping each
other with their learning when working in groups, and demonstrate maturity when doing so.
- Occasionally, where teachers fail to give complete clarity of expectations, pupils’ attention wanders.
However, disruption to learning due to poor behaviour is extremely rare.
- The school’s work to keep pupils safe and secure is good.
- Parents who responded to Parent View, and those spoken with during the inspection, said that they feel
the school to be a safe place for their children. Risk assessments for all trips and visits are undertaken,
and where there is risk this is mitigated.
- There is very little bullying in the school. Where bullying does occur, occasionally as a result of temporary
friendship problems, pupils told inspectors that the school was quick and effective at stamping it out.
- The use of racist or homophobic language is extremely rare and teachers’ responses to it are very
- Senior staff and governors ensure that safeguarding training for all staff is up to date. A culture of care
throughout the school ensures that vigilance is maintained. All appropriate checks are made on adults who
work with pupils.
- Pupils learn about e-safety in the curriculum and are aware of the dangers around inappropriate use of
social media and the internet generally. The carefully planned assembly programme helps pupils’ safety
understanding; pupils demonstrated this during a talk about Childline during the inspection.
- Attendance is above the national average for all groups of pupils and overall. Pupils are punctual to
school. Most pupils enjoy the school and are eager to be there. For the few that are less keen,
appropriately assertive responses to unauthorised absence and lateness are made. Senior staff liaise well
with the inclusion team at the local authority to support families who need it.
|The quality of teaching||is good|
- The quality of teaching has improved significantly since the previous inspection. Teaching is consistently
good across the school. Teaching is slightly stronger in core subjects due to the more established focus on
‘getting them right’, but foundation subject teaching is improving rapidly. With the help of the local
authority, the wider curriculum has been made far more engaging for pupils.
- Numeracy and literacy are well integrated across the curriculum. Opportunities to develop pupils’ skills
through the wider curriculum are well planned. For example, Year 3 pupils showed outstanding
achievement in their writing when describing Roman soldiers’ armour. This was because they were able to
wear it and feel its weight. This gave pupils great empathy for the long distances soldiers had to walk.
Similarly, Year 6 pupils did some excellent writing about sustainability.
- Teachers have very good relationships with pupils and provide them with incisive verbal and written
feedback on their progress. As a result, and because they respond diligently to teachers’ written
comments, pupils have a very good understanding of their attainment, targets and how to improve their
work. This is helping them make good and better progress.
- Teachers work very well, in year group teams, to use the comprehensive assessment information they
gather about pupils’ understanding, to develop the curriculum and plan carefully for the next lesson or
series of lessons. Sometimes, partly because the curriculum is changing, teachers’ planning results in the
work being too challenging or not challenging enough. When this happens, teachers are not always able
to show the flexibility necessary to change activities quickly enough to adapt the challenge to the correct
level. This results in the pace of learning dropping.
- Disabled pupils and those with special educational needs benefit from a wide range of well organised
support. The careful combination of ‘bug club’ and paired reading has had a dramatic impact on improving
reading skills for many. The range of resources and approaches used are closely checked to make sure
they are proving effective, and changed quickly if not.
- Teaching assistants work closely with teachers to the significant benefit of pupils. They exhibit great care
and skill when working with groups and individuals.
- Teachers make sure that the most able pupils are given work to do which stretches their skills and
knowledge so they have to think and work hard. In the best lessons they quickly move into doing their
work as soon as they understand what they need to do, or get extra input from the teacher, to challenge
their thinking. Teachers probe pupils’ understanding through good questions. Occasionally, they could give
pupils more time to think to generate fuller answers.
- Home learning is helping extend pupils and engage them in working with their parents. Pupils complete
the work diligently and the school is able to showcase some excellent examples, particularly around the
|The achievement of pupils||is good|
- Pupils’ achievement has risen rapidly since the last inspection. In all classes, and in most subjects, pupils’
progress is at least good.
- Year 6 pupils at Four Lanes, in 2014, suffered during their first few years in the school, from the weaker
and inconsistent teaching prevalent at the time of the last inspection. Because of this, their progress over
their time at the school was slow. Much better teaching near the end of Key Stage 2 significantly raised
their achievement. However, this could not fully make amends for the impact of the previously weaker
provision. Outcomes in 2014, whilst above the national average, showed slow progress, particularly for
middle ability pupils, disadvantaged pupils, disabled pupils and those with special educational needs.
- The quality of learning is now at least good across the school; current Year 6 pupils are on track to
achieve end of Key Stage 2 outcomes that show strong progress from their previously good attainment at
Key Stage 1.
- Pupils’ progress generally, and in mathematics particularly, had been a concern at the time of the last
inspection. Improvements have been substantial since then, both in the quality of teaching and in the
tracking of pupils’ progress. Booster classes are in place to ensure any pupil who falls behind catches up
quickly. Problem-solving approaches to teaching mathematics are embedded in the curriculum and pupils
enjoy their mathematical learning.
- Achievement in English has also improved since the last inspection. The impact of previously poor learning
is still evident in some classes, particularly Year 5 writing. However, the good quality of teaching now is
helping pupils make up for this weaker teaching in the past, with faster than expected rates of progress.
- Pupils respond in detail to marking across the year groups, usually first thing in the morning. As a result,
most pupils show a sophisticated understanding of their current levels, targets and how their work may be
- More able pupils have access to stretch and challenge in most lessons, and this is contributing to both
their enjoyment of learning and to very much better progress this year. The more able are making
consistently good progress at Four Lanes.
- In 2014 the gap between the achievement of disadvantaged pupils and others in reading, writing and
mathematics was equivalent to about one year’s progress. Due to the close tracking of all pupils, and the
good levels of support they receive, disadvantaged pupils in the school are currently making good
progress. Disadvantaged pupils enter the school with an attainment gap equivalent to around a year.
Some gaps in attainment with their peers still persist because all pupils are making accelerated progress.
Improved provision, and closer monitoring of disadvantaged pupils, have ensured that attainment and
progress gaps with their peers are closing securely across the school. Disadvantaged pupils in Year 6 are
on track to match, or exceed, the attainment of other pupils nationally.
- The special educational needs coordinator has ensured provision for pupils is very well organised and
provides well for their needs. Pupils who are disabled and those with special educational needs are now
making good progress from their starting points across the school.
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
|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
|Unique reference number||116247|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a
section 5 inspection under the same Act.
|Type of school||Junior|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||284|
|Appropriate authority||The governing body|
|Date of previous school inspection||2–3 October 2103|
|Telephone number||01256 816326|
|Fax number||01256 816326|