School etc

Gordon Junior School Closed - for academy Feb. 28, 2014

see new Gordon Junior School

Gordon Junior School
Gordon Road

phone: 01634 *** ***

headteacher: Mrs Davinder Jandu

reveal email: off…


school holidays: via Medway council

325 pupils aged 7—10y mixed gender
400 pupils capacity: 81% full

150 boys 46%


175 girls 54%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Feb. 28, 2014
Reason closed
For Academy
OSGB coordinates
Easting: 573169, Northing: 169601
GPS coordinates
Latitude: 51.399, Longitude: 0.48799
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 30, 2013
Region › Const. › Ward
South East › Rochester and Strood › Strood North
Urban > 10k - less sparse
Free school meals %

rooms to rent in Rochester

Schools nearby

  1. Gordon Infant School ME23HQ (150 pupils)
  2. Gordon Junior School ME23HQ
  3. Gordon Infant School ME23HQ
  4. 0.2 miles St Nicholas Church of England Voluntary Controlled Infant School ME23HU (118 pupils)
  5. 0.3 miles All Faiths' Children's Community School ME24UF
  6. 0.3 miles All Faiths Children's Academy ME24UF (230 pupils)
  7. 0.5 miles English Martyrs' Catholic Primary School ME24JA (208 pupils)
  8. 0.5 miles Abbey Court Community Special School ME23SP (146 pupils)
  9. 0.6 miles Elaine Primary School ME22YN
  10. 0.6 miles Temple School ME23DL
  11. 0.6 miles Elaine Avenue Junior School ME22YN
  12. 0.6 miles Temple Mill Primary School ME23NL (235 pupils)
  13. 0.6 miles Elaine Primary Academy ME22YN (369 pupils)
  14. 0.7 miles Hilltop Primary School ME24QN (427 pupils)
  15. 0.7 miles Elaine Avenue County Infant School ME22YN
  16. 0.8 miles Cedar Primary School ME22JP
  17. 0.8 miles Cedar Primary School ME22JP (520 pupils)
  18. 0.9 miles Chapter School ME22SX
  19. 0.9 miles King's School, Rochester ME11TE (640 pupils)
  20. 1 mile Rede School ME22SX
  21. 1 mile Strood Academy ME22SX (1383 pupils)
  22. 1.1 mile Bligh Junior School ME22XJ (237 pupils)
  23. 1.1 mile Bligh Infant School ME22XJ (257 pupils)
  24. 1.1 mile St Andrew's School (Rochester) ME11SA (363 pupils)

List of schools in Rochester

20 November 2013
Mrs D Jandu
Interim Executive Headteacher
Gordon Junior School
Gordon Road
Dear Mrs Jandu

Serious weaknesses monitoring inspection of Gordon Junior School

Following my visit to your school on 20 November 2013 I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the

outcome and findings of the inspection. Thank you for the help you gave during the
inspection and for the time you made available to discuss the actions which have

been taken since the school’s previous monitoring inspection.

The inspection was the second monitoring inspection since the school was judged to

have serious weaknesses following the section 5 inspection which took place in
January 2012. The monitoring inspection report is attached.
Having considered all the evidence I am of the opinion that at this time:
The school is making reasonable progress towards the removal of the serious
weakness designation.
This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter to the Secretary of State, the Chair of the Governing Body

and the Director of Children’s Services for Medway.
Yours sincerely
Marcia Headon

Additional inspector

1–4 Portland Square
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0117 311 5359
Direct F 0117 315 0430
Email: reveal email: chri…


The areas for improvement identified during the inspection which took
place in January 2013

 Improve the quality of teaching by:

- ensuring teachers’ introductions and explanations are succinct so that pupils

have more time to complete work and practise their skills by working by

- providing more imaginative and practical activities which pupils will find


- making sure teachers’ marking of pupils’ work gives them clear and frequent

feedback so they know how to improve it

- ensuring classroom displays in English and mathematics are relevant to what

pupils are learning and help them to understand new work.

 Improve achievement in mathematics by:

- carefully checking the progress of different groups of pupils during lessons

and taking immediate action to tackle any underachievement

- making learning in mathematics more exciting by providing more stimulating

resources and giving pupils more opportunities to use and apply their skills in
real-life situations

- raising teachers’ expectations about what pupils can achieve and the amount

of work they complete.

 Increase the effectiveness of leaders and managers by:

- developing the skills of new and inexperienced leaders with particular

responsibilities in supporting teachers to improve rates of progress within
their year groups

- ensuring that the curriculum in all year groups is interesting and exciting so

that more pupils are keen and eager to learn across all subjects

- ensuring that attitudes to learning and behaviour improve.

Report on the second monitoring inspection on 20 November 2013

The inspector met with the interim executive headteacher, a group of leaders with
responsibility for supporting other teachers including the leader for mathematics,
two members of the governing body and a representative from the local authority.
The inspector jointly observed six lessons with the interim executive headteacher. In
lessons, the inspector talked to pupils and viewed their work. The lead inspector
scrutinised documentation including information on pupils’ progress, attendance
records, the latest curriculum plans and the school’s self-evaluation.


There has been a change in the leadership of the school since the first monitoring
visit. An interim executive headteacher has been in the school since June and in
September an interim head of school and a new assistant headteacher joined the
school. A new teacher was appointed to Year 6 and a teacher from the federated
infant school moved to Year 3. The school is in the process of converting to an
academy and it is expected that this will happen in March 2014. A new Chair of the
Governing Body is now in post.

The quality of leadership and management at the school

Following a period in the last academic year when the school made slower progress
towards the removal of the serious weakness designation, the pace of improvement
has accelerated. The interim executive headteacher has a very clear understanding
of the current position of the school. She has carefully analysed the weaknesses in
the school and has taken decisive action to rectify them. She quickly recognised that
teachers lacked confidence in how pupils’ progress was measured, that their
assessments were not accurate enough and that teachers needed help to improve
the quality of teaching. She has re-energised the staff, provided extensive training
and has given them much needed direction and support. She has gained their
confidence and restored their morale. As a result, school information shows that
most pupils are now making reasonable progress and some are making good
progress. However, there is still a considerable way to go to ensure that
improvements will be sustained.
The senior and middle leadership team have been restructured and together they all
share the same ambition and motivation to achieve rapid improvement. The
appointment of an experienced assistant headteacher has been very helpful in
supporting the work of the senior leadership team and driving the work on the
changes to the curriculum. The school has engaged in training of staff, adopting a

‘back to basics’ approach to secure a full and common understanding of the best

ways to ensure pupils learn well. The senior leadership team is checking the quality
of teaching carefully and is providing individual coaching and training where
necessary. The judgements made by the headteacher on the quality of teaching
seen in the lessons observed on the monitoring visit agreed with those of the
Middle managers are now more confident in their roles. They have received training
in how to analyse information on pupils’ progress and are now more able to lead
their teams effectively. They now have a greater understanding of the achievement
of the school when compared with others nationally. They have planned lessons
jointly with their teams and are just beginning to lead developments in their
subjects. In numeracy, the coordinator has begun to check the work of teachers in
the subject and to hold them to account. Similar plans exist for this to happen in the
other subject areas and training in lesson observation is currently in hand for subject
The governing body has continued to monitor the progress of the school against the
action plan. It recognises that it has accepted too readily the information provided
during the last academic year and has now begun to ask more detailed questions. As
a result of the move towards becoming an academy it has divided itself into two
groups to ensure that while some governors take responsibility for implementing
future changes, a small core remain focused upon the current work in the junior
school. Governors are continuing to pay visits to the school, although this term they
have been less regular.
However, questions remain over the position of the leadership of the school. The
current interim head of school leaves in December. The risk is that further changes
in leadership will slow the pace of improvement. The governors are very aware that
the current uncertainty risks destabilising the staff and are seeking an urgent
resolution to this.

Strengths in the school’s approaches to securing improvement:

 The revised range of subjects has engaged the interest of the pupils.

Teachers have planned very carefully to ensure that skills are developed and
that topics are chosen which encourage curiosity and stimulate thinking.
Pupils have enjoyed studying the Home Front during the Second World War
and have been excited by a topic on Brilliant Britons which included real-life
skills about banking.

 A revised policy means that marking is now more thorough and consistent

and contains fuller comments from teachers. However, there is still some way
to go before all pupils respond regularly and routinely to the advice given or
make corrections to their work.

 Pupils’ progress and standards in mathematics have improved as a result of

the training in teaching mathematics and the support given to the subject
leader. Standards in the national tests taken at the end of Year 6 in May 2013
showed improvement in this subject. Pupils in receipt of the pupil premium
(funding allocated to provide extra support for pupils who are eligible for free
school meals, are in care or come from service families) made similar
progress to that of other pupils nationally in mathematics in receipt of this
funding. Mathematics teaching has been made more exciting, new resources
have been purchased and more lessons now contain problems which are
relevant to real-life situations.

 Teachers’ expectations of what pupils can achieve have increased. The

interim executive headteacher has set out her expectations and teachers
support these fully. Pupils are now working more independently as was seen
in a lesson on Henry VIII where pupils had researched the background to
each of his wives and were using the information to conduct interviews with
each wife. They settled to work quickly after the teacher gave a concise
explanation of what they were required to do.

 The ‘working walls’, which contain colourful displays of work and useful

prompts to aid learning, are being well used by pupils. Teachers and pupils
refer to them in lessons.

 The new behaviour policy is having a positive impact. Aided by a more

stimulating range of subjects, attitudes to learning have improved. The new

policy, based on rewards, is liked by the pupils and the policy of informing

parents and carers of any poor behaviour is having an effect upon detentions
which have dropped in frequency as a result. There have been no fixed-term
exclusions this term.

 The training given in interpreting school and pupil progress information

means that teachers are assessing more accurately. Regular moderation takes

place which is increasing teachers’ confidence.

Weaknesses in the school’s approaches to securing improvement:

 The quality of teaching is inconsistent and not yet universally good. In some

lessons the pace of learning remains too slow and pupils are not moved on
quickly enough to harder work once they have mastered the concepts being
covered. In some lessons teachers sometimes miss opportunities to extend
the learning further and are either too quick to give answers rather than wait
and allow pupils time to think for themselves or do not check for
understanding at regular enough points. At times, the overall objective and
purpose of the lesson is not made sufficiently clear to the pupils.

 Pupils do not know their targets nor the levels at which they are working; nor

do they understand the meaning of the levels or how they can move from one
level to another.

 The quality of support provided by the teaching assistants is variable. Some

provide very good support, extending pupils’ thinking by questioning and
challenging their work. However, some do not engage fully enough with the

pupils’ learning.

External support

The local authority has continued to work with the school to address the points in
the statement of action. Since the beginning of this year its support has
understandably been less, demonstrating its confidence in the work of the interim
executive headteacher. However, it is aware of the concerns over the future
leadership of the school and given the imminent change in senior leadership it has
not provided the necessary reassurance to the governing body.

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