Shakespeare Junior School
phone: 023 80618905
headteacher: Mr Steve Cox
360 pupils capacity: 95% full
170 boys 50%
175 girls 51%
Last updated: July 21, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 445291, Northing: 120208
- GPS coordinates
- Latitude: 50.979, Longitude: -1.3562
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 25, 2014
- Region › Const. › Ward
- South East › Eastleigh › Eastleigh North
- Urban > 10k - less sparse
- SEN priorities
- MLD - Moderate Learning Difficulty
- Free school meals %
- 0.1 miles Shakespeare Infant School SO504FZ (270 pupils)
- 0.1 miles Crestwood College for Business and Enterprise SO504FZ (622 pupils)
- 0.4 miles Rookwood Infants' School SO504RJ
- 0.6 miles The Bridge Education Centre SO509DB (8 pupils)
- 0.6 miles The Crescent Primary School SO509DH (433 pupils)
- 0.6 miles Tankerville Special School SO509AJ
- 0.7 miles Fryern Junior School SO532LN (179 pupils)
- 0.7 miles Scantabout Primary School SO532NR (210 pupils)
- 0.8 miles Fryern Infant School SO532LN (177 pupils)
- 0.8 miles Norwood Primary School SO505JL (226 pupils)
- 0.8 miles St Swithun Wells Catholic Primary School, Chandlers Ford SO532JP (248 pupils)
- 0.8 miles The Toynbee School SO532PL (848 pupils)
- 0.8 miles Itchen Valley Education Trust SO504LW
- 1 mile Merdon Junior School SO531EJ (226 pupils)
- 1 mile Lakeside School SO532DW (71 pupils)
- 1.1 mile Thornden School SO532DW
- 1.1 mile Thornden School SO532DW (1403 pupils)
- 1.2 mile Chandler's Ford Infant School SO532EY (179 pupils)
- 1.2 mile Cherbourg Primary School SO505QF (370 pupils)
- 1.2 mile Quilley School of Engineering SO505EL (333 pupils)
- 1.2 mile Eastleigh College SO505FS
- 1.2 mile Barton Peveril Sixth Form College SO505ZA
- 1.3 mile Sherborne House School SO531EU (293 pupils)
- 1.3 mile Woodhill Preparatory School SO532EH (130 pupils)
Shakespeare Junior School
St Catherine's Road, Eastleigh, Hampshire, SO50 4JT
|Inspection dates||25–26 June 2014|
|Overall effectiveness||This inspection:||Requires improvement||3|
|Achievement of pupils||Requires improvement||3|
|Quality of teaching||Requires improvement||3|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because:
The school has the following strengths:
| The achievement of pupils requires further |
Attainment in writing and mathematics is not
Pupils’ handwriting, spelling, grammar and
Pupils are not sufficiently skilled at using their
improvement. This is because they do not
make consistently good progress in all classes
punctuation are weak.
mathematics knowledge in a wide range of
situations, such as problem solving.
| Teaching requires further improvement. |
The more able pupils are not always provided
Fewer pupils make an accelerated rate of
Teachers do not give sufficient attention to
showing pupils how to do better. They do not
consistently follow the school’s agreed marking
with challenging activities that help them to do
their best. This hinders these pupils’ progress.
progress than is seen nationally. This limits the
proportion reaching the higher levels in
| This is a rapidly improving school. The |
Checks on the quality of and learning by
Inadequate teaching has been eradicated.
headteacher, ably supported by senior and
middle leaders, staff and governors, has
raised the quality of teaching and pupils’
achievement. Attainment is rising well.
leaders and governors are very thorough and
effective. This ensures support is swiftly
made available when progress slows.
There is evidence to show that the majority is
now good and some is outstanding.
| Pupils achieve well in reading. Around half of |
Disabled pupils and those with special
Very good behaviour management ensures
Year 6 pupils exceed the levels expected for
this age and attainment is above average.
educational needs, including those in the
resourced provision, achieve well because they
receive good support.
most pupils behave well and work hard. They
are well cared for, feel safe in school and enjoy
Information about this inspection
- Inspectors observed 18 lessons or parts of lessons of which five were joint observations with
senior leaders. They made several visits to the resourced provision for pupils with moderate
learning difficulties. In addition, the inspection team made a number of other visits to group or
individual activities to help pupils who have fallen behind to catch up. They heard a sample of
pupils read, and together with senior staff scrutinised a sample of pupils’ written work.
- Meetings were held with pupils, members of the governing body and staff, including senior and
middle managers. A conversation was held with a representative of the local authority.
- Inspectors took account of the 41 responses to the online questionnaire, Parent View, and a
inspectors also spoke to a small number of parents and carers bringing their children to school.
- Responses from the 30 staff questionnaires were analysed.
- Inspectors observed the school’s work and scrutinised a number of documents including the
school’s records on current pupils’ progress, behaviour and attendance. Documents relating to
planning and monitoring, and safeguarding were also looked at.
|Diane Wilkinson, Lead inspector||Additional Inspector|
|Ian McAllister||Additional Inspector|
|Louise Eaton||Additional Inspector|
Information about this school
- This is an above average-sized junior school with three classes in each year group.
- The proportions of pupils with special educational needs supported by school action, and by
school action plus or with a statement of special educational needs are above the national
average. This includes the 11 pupils who attend the local authority resourced provision for pupils
with moderate learning difficulties.
- The proportion of pupils from minority ethnic backgrounds, including those who speak English as
an additional language, is well below average.
- The proportion of pupils in receipt of pupil premium funding is above average. This funding is to
provide extra support for pupils known to be eligible for free school meals and for children who
are looked after.
- The school runs its own breakfast club which was also inspected.
- The school has had a change of headteacher since its previous inspection. There was a period
during which the school was led by acting headteachers. The current headteacher has been at
the school since January 2014.
- The school meets the government’s floor standards, which set the minimum expectations for
pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve the quality of teaching and learning so that it is consistently good or better by:
raising the level of challenge for the more able pupils so that they consistently make
accelerated progress and reach the higher attainment levels
ensuring that all staff follow the school’s marking policy, indicating what pupils have achieved
and how to improve
providing pupils with clear information on how well they are doing in lessons and making sure
they are clear about the next steps in learning.
- Raise the level of achievement in writing and mathematics through ensuring that pupils:
write neatly and legibly, spell accurately and follow the rules for grammar and spelling
use their mathematical skills well in real-life situations and when solving problems.
|The achievement of pupils||requires improvement|
- When pupils enter the school their prior attainment is broadly average. Since the previous
inspection, attainment has risen in line with the national average. In the 2013 national
assessments, attainment was close to average. It has not risen further because more-able pupils
did not make the accelerated progress they were capable of. As a result too few achieved the
higher attainment levels. Although more-able pupils now make the progress they should, past
weaknesses restrict their achievement in writing and mathematics.
- The school has been much more successful in raising the proportion of pupils reaching the
expected level by Year 6. This is because of the strong determination that pupils experiencing
learning difficulties should achieve as well as they can. Consequently, disabled pupils and those
with special educational needs, including those in the resourced provision, achieve well.
- Rapid improvement this year is accelerating the rate of progress of all pupils and raising
attainment well. This is most obvious in Year 6 where the pupils benefit from teaching that is
consistently at least good. Progress in other year groups is still too variable. Slower progress in
the past means that pupils’ achievement in writing and mathematics is not yet good. Attainment
in these subjects is broadly average.
- Although pupils’ handwriting, spelling, grammar and punctuation are not good enough,
achievement in writing is not inadequate. This is because pupils use effective vocabulary and
express themselves well in a range of different writing formats. Pupils are skilled at setting out a
balanced argument or writing in diary style in the first person. Their descriptive writing is often
of high quality as is evident, for example, in the creation of suspense by Year 4 pupils in ‘A
Spooky Story’ and stirring ‘Rainforest Awakening’ poetry in Year 6.
- Pupils’ achievement in mathematics requires improvement. This is because pupils are not able to
use their mathematical skills in a wide range of situations such as problem solving without
directions by the teacher. Pupils’ calculation skills and the way they use these in working with
measures or data activities planned by staff are very secure.
- Pupils achieve well in reading because of the very effective support for younger pupils who are
still experiencing phonics (the sounds letters make in words) difficulties. This is well supported
by regular and well-planned opportunities to enhance reading skills and the excellent promotion
of reading for enjoyment.
- In reading, attainment is above average. Around half of Year 6 pupils reach the higher Level 5
and a few reach Level 6. Pupils are very enthusiastic readers and develop good comprehension
- In previous years the school was slow to close the attainment gap between other pupils and
those in receipt of additional funding. Last year, these pupils were over a year behind in both
English and mathematics. This year, swift improvement has narrowed the gap to two terms and
it continues to decrease as the quality of support improves. Pupils who receive it now achieve at
least as well as they should.
- The school’s strong commitment to equality of opportunity is evident in the fact that pupils from
ethnic minority families and those who speak English as an additional language achieve as well
as their peers. Inspection evidence shows that their use of English develops well.
|The quality of teaching||requires improvement|
- Teaching requires improvement in some classes because it is not yet consistently good
throughout the school.
- Senior and middle leaders have worked hard to put in place a range of effective systems using
both oral feedback and quality marking to help pupils improve. However these are not yet used
well enough in all classes, which is partly why the rate of pupils’ progress is too variable.
- Marking of pupils’ work is sometimes too cursory, just ticking correct answers and praising
effort. When this happens pupils are not clear about how well they have done and have little
idea of what they can do to improve their work further. Marking of mathematics is weaker than
in English. It is difficult for staff and pupils to gauge the rate of progress and future targets from
looking at mathematics workbooks.
- Marking in the ‘Wizard Writing Books’ provides an excellent record of what pupils have achieved
and what they need to improve. Marking of other writing tasks is less good.
- Lesson activities are generally well planned to ensure that pupils working at different levels
achieve as well as they should. Pupils know and understand the targets that are set to help them
- Good improvement this year has led to all staff providing additional support during lessons
activities to increase the progress of those pupils who are at risk of falling behind. However, they
still do not always move on those pupils who are learning quickly. This limits the learning of the
more able pupils.
- In a minority of lessons pupils are not sure exactly what is expected of them in completing their
tasks, nor how they could do even better. This limits the progress they make.
- Throughout the school adults manage pupils’ behaviour well. This ensures that lessons are rarely
interrupted by poor behaviour and that pupils work hard. When teaching is less than good there
are a few occasions when the pace of learning is slower and some pupils lose concentration.
- Effective learning support assistants make a good contribution, both in class and in special group
activities. This, together with strong teaching in the resourced provision, ensures disabled pupils
and those with special educational needs are consistently well taught.
- Reading is well taught because there is a strong emphasis on helping pupils to acquire very
secure phonic skills. The reorganisation of the school library and the work of the librarian have
ensured that pupils are very enthusiastic readers.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. This is a key factor in their rapidly improving progress. They
have very positive attitudes to school and enjoy learning. They want to do well and please their
teachers. As expectations have risen, pupils have willingly applied themselves to do even better.
- Pupils get on well with each other and develop a considerable empathy for pupils who come
from different backgrounds or with different needs. This was evident in the sensitive support
other pupils give to disabled pupils as observed during the inspection. It clearly shows the
school’s strong commitment to preventing discrimination and fostering good relationships.
- Pupils’ good understanding of the learning skills they need to achieve for their future economic
well-being, developed through the ‘Aspire’ programme, helps prepare them well for the future.
- There are a few occasions when the pace of learning is not rigorous enough so that some pupils
lose concentration and do not work hard. However, as the quality of teaching improves this is
becoming less evident.
- All staff are skilled at managing those pupils who find good behaviour difficult. The very effective
arrangements in place to support these pupils ensure their behaviour improves well over time.
The rate of exclusions is below the national average.
- Pupils’ and their parents’ and carers’ commitment to the school is evident in the above average
attendance levels and rapidly decreasing levels of unauthorised absence.
- The school’s work to keep pupils safe and secure is good. The site is very secure and pupils are
well supervised both in the building and outdoors. Pupils are well informed about e-safety and
know when they need to tell an adult about their concerns.
- Pupils say that bullying in any form is rare and always dealt with swiftly and successfully. They
are well aware of what constitutes extremist behaviour and how they should deal with it.
|The leadership and management||are good|
- The headteacher and senior leaders have a shared vision, strongly based on a drive for
improving the quality of teaching and pupils’ achievement. In this they are ably backed by
subject leaders, staff and governors. Teamwork throughout the school is very good.
- This is underpinned by the increasingly effective systems in place for checking the school’s work
and the accurate targeting of weaker aspects in pupils’ learning. This is well carried out by
leaders and governors. Improvement over the last year has been rapid. The negative trend has
been fully reversed and no group of pupils is underachieving. Pupils’ progress has increased well,
especially in Year 6. Attainment has risen and continues to do so. These strengths mean the
school is very well placed to improve further.
- The resourced provision for pupils with moderate learning difficulties is well led and managed.
This aspect is effectively monitored by senior staff and governors.
- The management of teachers’ performance has been strengthened considerably this year by an
uncompromising expectation that all pupils will make at least good progress. Reaching the levels
expected for each pupil’s age is no longer good enough and staff now aspire for pupils to do
even better. Pupils themselves share this ambition and respond well to their teachers’ demands.
- Those teachers whose lessons are not consistently good, including those at the beginning of
their teaching career, are well supported by senior staff. Staff are very positive about the
leadership of the school.
- Formal performance management procedures have improved in line with higher expectations of
pupils’ progress. Accountability is well established at all levels, with effective opportunities for
professional development in place. Governors now have better information on which to reward
only good performance.
- The special programmes in place to help those pupils at risk of falling behind help ensure they
make considerable progress and raise their attainment especially well. This is evident in the
good achievement of disabled pupils and those with special educational needs. The
underperformance of the more able pupils and those capable of making accelerated progress is
now being tackled effectively. Leaders and governors are fully aware that achievement in writing
and mathematics is not yet good. Well-thought-out plans are already in place to address this.
- The school has prepared well for the new curriculum changes, and programmes for reading,
writing and mathematics are now firmly focused on promoting pupils’ good achievement.
- The additional funding for physical education and support has been well allocated by leaders and
governors to widening opportunities and increasing staff expertise. Governors monitor its use
effectively and pupils report it has a positive impact on their enjoyment and well-being.
- Good programmes for supporting pupils’ personal and spiritual, moral, social and cultural
development ensure they develop into reflective and thoughtful young people. In this aspect
they are well prepared for the future.
- Safeguarding arrangements fully meet requirements. Both staff and governors are well trained in
this aspect. Procedures for the vetting of staff are very thorough. The school is especially good
at supporting pupils who might be at risk through social, emotional or economic needs. Pupils’
well-being is especially well supported in the very well-run breakfast club.
- Parents and carers are very appreciative of the school. Staff provide a wide range of support to
help parents and carers work with them in encouraging their children’s learning.
- The local authority provided good support to help turn around the underperformance of the
school. Senior leaders appreciate the support and challenge they receive.
- The governance of the school:
The school benefits from the good support of its governing body. Governors are well informed
through their comprehensive and very well-focused monitoring, and understanding of
achievement data. They are well aware of where the best teaching is in the school and what
needs to improve elsewhere. Raised expectations of pupils’ progress ensure governors hold
staff to account well. Governors’ good commitment to training ensures they keep up to date
with school and national initiatives; for example, the new curriculum. Governors fulfil their
statutory duties well. There is very regular monitoring of important aspects such as the impact
of additional funding. They are satisfied that the additional funding allocated to additional
staffing, resources and opportunities for these pupils is having a positive effect.
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||116072|
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||344|
|Appropriate authority||The governing body|
|Date of previous school inspection||10–11 March 2010|
|Telephone number||023 8061 8905|
|Fax number||023 8064 3002|