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Lyndhurst Junior School Closed - academy converter March 31, 2013

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Lyndhurst Junior School
Crofton Road
North End

phone: 023 *** ***

headteacher: Mrs Margaret Beel

school holidays: via Portsmouth council

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Close date
March 31, 2013
Reason closed
Academy Converter
OSGB coordinates
Easting: 465529, Northing: 102446
GPS coordinates
Latitude: 50.818, Longitude: -1.0712
Accepting pupils
7—11 years old
Ofsted last inspection
May 28, 2012
Region › Const. › Ward
South East › Portsmouth North › Copnor
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Trust school
Is supported by a Trust

rooms to rent in Portsmouth

Schools nearby

  1. College Park Infant School PO20LB (360 pupils)
  2. Lyndhurst Junior School PO20NT (486 pupils)
  3. 0.2 miles Mayfield School PO20RH (1003 pupils)
  4. 0.3 miles Cliffdale Primary School PO20SN
  5. 0.4 miles The Highlands Centre PO15EF
  6. 0.4 miles Meredith Infant School PO27JB (254 pupils)
  7. 0.4 miles Copnor Infant School PO35BZ (271 pupils)
  8. 0.4 miles Copnor Junior School PO35BZ (416 pupils)
  9. 0.4 miles Isambard Brunel Junior School PO27HX (237 pupils)
  10. 0.4 miles Corpus Christi Catholic Primary School PO29AX (315 pupils)
  11. 0.4 miles Willows Centre for Children PO20SN (58 pupils)
  12. 0.4 miles Cliffdale Primary School PO20SN (109 pupils)
  13. 0.4 miles Copnor Primary School PO35BZ
  14. 0.5 miles Stamshaw Infant School PO28NW (261 pupils)
  15. 0.6 miles Northern Parade Infant School PO29NJ (272 pupils)
  16. 0.6 miles Newbridge Junior School PO27RW (352 pupils)
  17. 0.7 miles Northern Parade Junior School PO29NE (322 pupils)
  18. 0.7 miles Gatcombe Park Primary School PO20UR (205 pupils)
  19. 0.7 miles Flying Bull Junior School PO27BJ
  20. 0.7 miles Flying Bull Infant School PO27BJ
  21. 0.7 miles Flying Bull Primary School PO27BJ (458 pupils)
  22. 0.7 miles Flying Bull Primary School PO27BJ
  23. 0.8 miles Stamshaw Junior School PO28QH (238 pupils)
  24. 0.8 miles Manor Infant School PO15QR (246 pupils)

List of schools in Portsmouth

Age group 7–11
Inspection date(s) 28–29 May 2012
Inspection number 379266

Lyndhurst Junior School

Inspection report

Unique reference number 116491
Local authority Portsmouth
Inspect ion number 379266
Inspect ion dates 28–29 May 2012
Lead inspector Diane Wilkinson

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

Type of school Junior
School category Foundation
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 469
Appropriate authority The governing body
Chair Deborah Northwood
Headteacher Margaret Beel
Date of prev ious school inspection 23–24 October 2008
School address Crofton Road
North End
Telephone number 02392 663645
Fax number 02392 650737
Email address reveal email: cont…

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Inspection team

Diane Wilkinson Additional Inspector
Roger Thurlbeck Additional Inspector
Deborah Wring Additional Inspector

This inspection was carried out with two days’ notice. The inspectors visited 28

lessons and observed 21 teachers. They held meetings with members of the
governing body, staff and pupils and a few parents/carers bringing their children to
school were also spoken to. There were too few responses to the on-line
questionnaire (Parent View) for inspectors to take into account when planning the
inspection. Inspectors observed the school’s work, heard a sample of pupils read and
looked at analyses of pupils’ progress, development planning and monitoring, a
range of policies and procedures, curriculum planning documents and a sample of

pupils’ work. They also scrutinised questionnaires returned by 62 parents or carers.

Information about the school

Lyndhurst is a larger-than-average junior school. The vast majority of pupils are of
White British heritage, with very few speaking English as an additional language. The
proportion of disabled pupils and those with special educational needs at school
action plus or with a statement of special educational needs is above average. The
proportion of pupils known to be eligible for free school meals is below average. A
very small minority of pupils are from service families. The school meets government
floor standards, (the minimum standards required by the government) in English and
mathematics. The school holds the Healthy School status, Investors in People beyond
the standard, the ICT Mark and silver award for the Food for Life Partnership. It runs
its own breakfast and after-school clubs for pupils from this and the adjacent infant
school. These were also inspected.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 2

Key findings

  • Lyndhurst Junior School is a good school. Attainment in mathematics is high
    and above average in English although pupils’ writing skills are weaker in some
    aspects; for example, in their ability to craft stories. As a result of this, the
    school is not yet outstanding.
  • Pupils make good progress from their starting points because comprehensive
    and rigorous tracking of their progress allows staff to intervene quickly and
    successfully when this slows. As a result, pupils of all abilities achieve well.
  • Teaching is good, with an increasing number of outstanding lessons seen, but
    other lessons lack the rigour and pace to produce high quality learning. The
    interesting and stimulating curriculum helps staff plan lesson activities that
    enthuse pupils and challenge those working at different levels to do well.
    Occasionally, staff do not adapt activities throughout lessons to raise the level
    of challenge and inspire pupils to do their very best. Assessment and target
    setting, which are excellent in mathematics and involve pupils exceptionally well
    in the process, are less good in other subjects. Marking of pupils’ work does not
    always indicate how to improve.
  • Pupils are friendly, helpful and get on well together. Although a few find good
    behaviour difficult, incidences of poor behaviour are dealt with well, so this
    rarely affects learning. Pupils greatly enjoy school. This has a very positive
    impact on their learning and attendance levels, which are high. Pupils are well
    looked after, including in the very well-run before- and after-school clubs.
  • The school benefits considerably from the strengths of its headteacher and
    senior leadership team. A wealth of monitoring information leads to continuous
    monitoring of performance, including the quality of teaching, and good
    development planning, which is well targeted at weaker areas. As a result, the
    school is beginning to successfully tackle these, most notably in improving the
    quality of teaching and raising attainment in English, especially in reading.
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Raise achievement, especially in writing, by summer 2013 through:
    extending the excellent assessment and target-setting procedures seen in
    mathematics to other subjects
    working collaboratively with the adjacent infant school to ensure pupils
    develop a coherent approach to story writing, particularly in increasing
    their knowledge of the structure and features to use.
  • Improve the quality of teaching so that the majority is outstanding, by:
    ensuring that there is rigour and pace in all activities, especially those
    where pupils work in groups or independently
    constantly checking how well pupils are doing so that, when they
    complete a task quickly, the level of challenge can be raised further
    marking pupils’ work so that it consistently indicates whether pupils have
    achieved the lesson target and identifies how they can improve.

Main report

Achievement of pupils

Attainment on entry, although usually above average overall, varies from year to
year and between subjects. For the current Year 6 it was broadly average. Inspection
evidence, taken for example from the analysis of tracking data and work scrutiny,
clearly identifies that pupils make good progress in English and excellent progress in
mathematics. Overall attainment by the time pupils leave the school is above
average, and is high in mathematics. The very large majority of parents and carers
agree their children make good progress, one typically commenting, ‘My child has
come on in leaps and bounds.’
Attainment in reading is above average and improving rapidly, as is the rate of

progress, partly due to a revised programme of work which has encouraged pupils’

enthusiasm and commitment. A greater emphasis on teaching sounds and letters
(phonics) has brought about excellent progress in reading in Year 3, but the full
effect of this is not yet apparent in other year groups. By the time they leave school,
all pupils read confidently and fluently, exhibiting a good knowledge of different
authors and genres. Good comprehension skills help pupils discuss the plot and
characters of a story well.
Attainment in writing is rising, but there is still room for improvement in some
aspects. High expectations observed in lessons ensure presentation is uniformly very
good, with neat handwriting, accurate spelling and excellent use of punctuation, such
as colons or dashes. The use of adventurous vocabulary, alliteration, similes and
metaphors engage the reader. Pupils write descriptions well, as in a Year 6 pupil’s

account of the arrival of a spaceship through ‘…. the tall, domed buildings shadowing
the surroundings’. Pupils write well in non-fictional topics, using persuasive language,

writing clear instructions and an effective letter of complaint. There is some good
story writing, as seen in ‘The Quest’. However, the school has correctly identified

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

that this aspect should improve further, with plans in place for a joint project with
the infant school.
Pupils’ exceptional mathematical ability ensures that, by Year 6, an increasing
number reaches the expected Level 4 and a higher proportion than nationally
exceeds this. Pupils’ knowledge of place value, calculation skills and use of fractions,
decimals, percentages and negative numbers, including when working with
measures, is excellent. Pupils apply these skills exceptionally well in problem solving
and consequently the more able pupils attain levels significantly above those
normally seen at this age.
Very effective tracking of their progress and the good interventions in place to meet
their needs ensure that pupils who might be at risk of underachieving, including
disabled pupils or those who have special educational needs, those for whom English
is an additional language and pupils from service families, are closing the gap well
with their peers.

Quality of teaching

Teaching has improved well over the past year, with an increasing number of lessons
being outstanding. The main reasons for this are the strong emphasis placed on
professional development for teachers and classroom assistants and the commitment
of staff to providing high quality learning for pupils. The very large majority of
parents and carers agree that teaching is good, praising the staff’s support for
Teaching is at its strongest in reading in Year 3 and mathematics in Year 6, where it
is excellent. Due to a concerted effort, some features of teaching are especially good
in all classes. For example, all lessons are well planned, with activities effectively

matched to pupils’ needs, challenging all well to move on from the level they are

currently working at. This ensures that disabled pupils or those with special
educational needs are well taught, as is also the case when th ey work in small group
or one-to-one activities, often led by teaching assistants. In outstanding lessons
teachers monitor learning intuitively, constantly adjusting the level of challenge in a
task so that pupils make exceptional progress, although this is not the case in some
The main inconsistency in teaching relates to pace and rigour because in a minority

of lessons staff do not capitalise well enough on pupils’ very positive attitudes to

learning, especially in the group or individual tasks. On these occasions, although
pupils apply themselves well to the activities, the lack of time limits set, or advice
given on the amount of work that must be covered, result in pupils working at a
slower pace than they are capable of. All staff, including teaching assistants, lead
discussions well and question pupils effectively to increase their understanding.
However, opportunities are missed to encourage pupils to talk with each other and
reflect on their learning, limiting their spiritual and social development.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

In mathematics, the way that pupils are involved in assessing their work and
choosing their lesson targets is exceptional. Pupils very accurately gauge whether
they need to complete the introductory task or move straight on to the next level,
constantly checking their progress and raising their goals so their progress is
outstanding. However, other subjects do not benefit from such high quality
assessment and target setting. Although there is outstanding marking in some
classes, most notably in Year 6 where it provides excellent advice on how to
improve, marking is not always as helpful to pupils.

Behaviour and safety of pupils

Good moral and social development, underpinned by well-established rewards and
sanctions to encourage positive behaviour, ensure behaviour is typically good, and
has been over time. Bullying in any form is strongly discouraged. It is always dealt
with successfully through supporting both the victims and perpetrators so that
relationships amongst pupils are harmonious. Pupils report that they are well looked
after both in school and the breakfast and after-school clubs. This is also the view of
the vast majority of parents and carers, one parent writing specifically to comment
on the level of care provided. Pupils are well aware of how to avoid hazards,
including when using the internet. A small minority of parents and carers expressed

concern about some pupils’ behaviour disrupting lessons. Inspection evidence

indicates that the small number of incidents that do occur are dealt with well so that
learning is rarely affected, a view which is shared by pupils themselves.
Staff make an exceptional effort to ensure that pupils have positive experiences in
school, including through creating a curriculum that engages their interest. This
engenders a positive learning environment which, together with the strong ethos of
respect and good relationships between pupils and adults, ensures a very positive

commitment to learning, including in paired or group work. Pupils’ enjoyment of

school and the breakfast or after-school clubs, together with excellent systems for
promoting attendance, ensure the level of attendance is high.

Leadership and management

Due to the exceptionally strong leadership skills exhibited by the headteacher and
senior leaders, they have the full commitment of staff and governors in working hard
to provide memorable experiences and a high quality education for pupils. This is
endorsed by parents and carers. The very comprehensive range of monitoring
systems in place helps keep a regular check on the impact of provision on pupils’
progress, with the views of pupils and their parents and carers being regularly
sought. This results in accurate self-evaluation where weaknesses are quickly
identified and addressed, ensuring that the management of performance, including
of teaching quality, is good. Inevitably improvement strategies have had to be
prioritised, tackling the weakest aspects first. As a result, the full impact of some
initiatives, largely associated with English, is not yet realised. Current development
planning is well focused on these areas and improving the quality of teaching further.
This, together with other successes such as achieving high attainment in

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

mathematics, means the school is well placed to improve further.
The school benefits from a committed and knowledgeable governing body. Members
are fully involved in monitoring and improvement work, especially through their
regular learning walks and excellent information provided by senior staff. A s a result,
they challenge and support the school well. Safeguarding arrangements, including
measures to deal with bullying and the procedures for the vetting of staff and child

protection, are good. The reshaping of the curriculum, drawing on pupils’ views and
extensive research, has brought a vibrancy to pupils’ learning, ensuring the pupils

acquire important skills in reading and writing well and exceptionally well in
mathematics. It effectively promotes spiritual, moral, social and cultural development

as is evident in pupils’ good behaviour and relationships, and the respect pupils show

to those from other cultures or backgrounds. This has a good impact on preventing
discrimination and promoting equality.


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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
20 39 34 7
Special schools 33 45 20 3
Pupil referral
9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see
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.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to

encourage good attendance.

Behaviour how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to

lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Floor standards the national minimum expectation of attainment

and progression measures.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and 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.

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.

Safety how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.

30 May 2012
Dear Pupils

Inspection of Lyndhurst Junior School, Portsmouth PO2 0NT

Thank you for welcoming us to your school. We very much enjoyed our time talking
to you and seeing all the things you do. I particularly want to thank the pupils who
gave up their time to read to, or speak with, us. We have judged your school to be
good and are pleased that you and your parents and carers share this view.
Here are some of the things we found that were especially good about the school.

  • You achieve well, and exceptionally well in mathematics where attainment is
    high. Attainment is improving in English as well, quickly in reading. We were
    very pleased that so many of you told us how much you like these subjects.
  • Staff plan lots of interesting activities that help you to do well. Those of you
    who find learning difficult have lots of support to help you catch up.
  • You behave well and are very friendly and polite. Staff are good at dealing with
    any behaviour problems and we are pleased that you recognise this. You enjoy
    school very much and work hard, so attendance levels are high.
  • Your headteacher, staff and governors work hard to keep you safe and make
    sure that you learn well through constantly checking your progress and
    improving the experiences you have at school.
    Here are some of the things we have asked the school to improve.
  • Help you to do as well in English as you do in mathematics. So we have asked
    staff to use the excellent assessment and target setting systems they use in
    mathematics in other subjects, especially for writing, and to work closely with
    the infant school to help you become really good story writers. You can help by
    continuing to work hard at your writing.
  • We think you can make even better progress if more teaching was outstanding
    and to do this we have asked teachers to make sure you work as hard as you
    can throughout lessons and that marking always helps you to improve.
    Yours sincerely
    Diane Wilkinson
    Lead inspector

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