School etc

Vernham Dean Gillum's Church of England Primary School

Vernham Dean Gillum's Church of England Primary School
Vernham Dean

phone: 01264 737241

headteacher: Mr Martin Lambert


school holidays: via Hampshire council

98 pupils aged 4—10y mixed gender
105 pupils capacity: 93% full

60 boys 61%


40 girls 41%


Last updated: June 19, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 434443, Northing: 156442
GPS coordinates
Latitude: 51.306, Longitude: -1.5073
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 30, 2010
Diocese of Winchester
Region › Const. › Ward
South East › North West Hampshire › Bourne Valley
Village - less sparse

rooms to rent in Andover

Schools nearby

  1. 3.3 miles Hurstbourne Tarrant Church of England Primary School SP110AX (110 pupils)
  2. 4 miles Hatherden Church of England Primary School SP110HT (107 pupils)
  3. 4.4 miles Shepherds Spring Infant School SP116JR
  4. 4.7 miles Shalbourne CofE Primary School SN83QH (51 pupils)
  5. 5.1 miles Appleshaw St Peter's CofE Primary School SP119HR (94 pupils)
  6. 5.1 miles Smannell and Enham Church of England (Aided) Primary School SP116JJ (111 pupils)
  7. 5.2 miles Inkpen Primary School RG179QE (78 pupils)
  8. 5.2 miles St Martin's East Woodhay Church of England Voluntary Aided Primary School RG200AF (121 pupils)
  9. 5.6 miles Roman Way Primary School SP105JY (191 pupils)
  10. 5.6 miles Endeavour Primary School SP116RD (253 pupils)
  11. 5.7 miles St Mary Bourne Primary School SP116AU (129 pupils)
  12. 5.7 miles Knight's Enham Junior School SP104BS (181 pupils)
  13. 5.7 miles St Benedict's Convent School SP110RD
  14. 5.8 miles Knights Enham Infant School SP104BS (210 pupils)
  15. 5.8 miles Ludgershall Castle Primary School SP119RB (209 pupils)
  16. 5.9 miles Grafton CofE Primary School SN83DB
  17. 6 miles Andover Education Centre SP116JP (6 pupils)
  18. 6 miles Shepherds Spring Junior School SP116JP
  19. 6.1 miles Marsh Court House School SP110QD
  20. 6.1 miles Thistledown Education Centre SP119QF
  21. 6.2 miles Harrow Way Community School SP103RH (851 pupils)
  22. 6.3 miles St Thomas' Church of England Infant School, Woolton Hill RG209XF (136 pupils)
  23. 6.4 miles Woolton Hill Junior School RG209XE (180 pupils)
  24. 6.4 miles Thorngrove School RG209PS (189 pupils)

List of schools in Andover

School report

Vernham Dean Gillum's Church of

England Primary School

Vernham Dean, Andover, SP11 0JY

Inspection dates 28–29 January 2015
Overall effectiveness This inspection: Good 2
Previous 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
Early years provision 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, supported well by other staff,
Attainment in early years is above what is typically
There is good provision for children in early years.
Pupils, including the most able, make good
The very few pupils in receipt of additional
The quality of teaching is good. Teachers motivate
Pupils behave very well. They feel very safe in
has ensured that the school has improved
consistently since the previous inspection.
expected for Reception children and is above
average for pupils in Key Stages 1 and 2.
progress, particularly in mathematics and reading.
funding and disabled pupils and those with special
educational needs share in the good progress.
pupils so that they learn well, and teaching
assistants provide good support.
school and attendance is above average. Pupils
enjoy taking on responsibility.
The headteacher checks the quality of teaching and
Governors are active, supportive and constructively
Pupils enjoy the good range of clubs, regular visits
The school provides excellent care and support for
The quality of spiritual, moral, social and cultural
learning systematically and rigorously. This has
helped to improve teaching.
challenging in helping the leadership to move the
school forwards.
and other activities which the school offers. Good
links with other local schools provide opportunities
for pupils to achieve well.
all pupils.
development is outstanding. Parents are very
supportive of what the school provides for their
Although pupils make good progress in writing,
the rate of progress is not as rapid as in other
subjects. This is partly because pupils get fewer
opportunities to write at length in subjects other
than English.
Teachers do not always provide pupils with activities
Staff do not use pupils’ targets sufficiently in lessons
challenging enough to enable them to achieve their
and do not give enough information in their marking
to show pupils how to improve their work.

Information about this inspection

  • The inspector observed six lessons taught by four teachers and a teaching assistant. The inspector carried
    out three of the observations jointly with the headteacher.
  • The inspector listened to pupils read and looked at pupils’ work.
  • The inspector held meetings with a group of pupils, the headteacher, other staff and four members of the
    governing body. He also had a telephone conversation with a representative of the local authority.
  • The inspector took account of the 37 responses to the Ofsted online questionnaire (Parent View) and the
    nine responses to questionnaires which staff completed. The inspector also took account of the school’s
    own surveys of parents’ views.
  • The inspector looked at a range of documents which the school provided. These included the school’s plan
    for improvement, minutes of meetings of the governing body, the school’s checking of its own work,
    information about the progress of pupils currently in the school and documents relating to safeguarding.

Inspection team

John Laver, Lead inspector Additional inspector

Full report

Information about this school

  • The school is much smaller than the average-sized primary school.
  • The great majority of the pupils are of White British heritage and there are very few pupils who speak
    English as an additional language.
  • The proportion of disabled pupils and those who have special educational needs, at 7%, is well below
  • The proportion of disadvantaged pupils entitled to pupil premium funding, at 6%, is much lower than the
    national average. There are very few in Year 6 and none in some other year groups. The pupil premium is
    additional funding for those children known to be eligible for free school meals and those children that are
    looked after by the local authority.
  • The school meets the floor standards, which are the government’s minimum expectations for pupils’
    attainment and progress in reading, writing and mathematics by the end of Year 6.
  • There are relatively few pupils in each group, so all pupils from Reception up to Year 6 are taught in
    mixed-age classes. The children in early years attend full time.
  • There were some significant changes in teaching staff at the start of the current school year, and several
    staff also changed their positions of responsibility.
  • The headteacher has provided regular support for another local school which has experienced

What does the school need to do to improve further?

  • Improve the quality of teaching to make more of it outstanding by:
    making better use of pupils’ targets and improving marking so that it consistently shows pupils precisely
    how they can improve their work
    making sure that activities in lessons always have sufficient challenge so that all pupils can achieve their
    full potential in every lesson.
  • Further raise attainment and improve progress in writing by making sure that pupils write more and in
    greater depth in subjects other than English, in order to match the progress they make in English lessons.

Inspection judgements

The leadership and management are good
  • The headteacher is ambitious for the school. He has managed recent staff changes well, and all staff
    support his commitment to further improvement.
  • The school’s success in strengthening achievement and making other improvements since the previous
    inspection show that the school has the capacity to improve further.
  • The school’s leadership, supported by the governing body, understands the strengths of the school well
    and identifies the right areas for development in the school’s improvement planning.
  • The headteacher checks the quality of teaching and learning rigorously and accurately.
  • The leadership ensures that staff are accountable for pupils’ progress. Teachers’ pay is linked to their
    responsibilities and to the achievement of pupils.
  • The local authority is confident in the ability of the school to do well for its pupils. Therefore, it offers the
    school low-key support. This is partly to help develop the leadership skills of those supporting the
    headteacher and to help integrate new staff into school for the current school year. This has been very
    successful. The local authority also uses the headteacher for education projects and to support another
    school within the authority regularly.
  • The school meets all safeguarding requirements well. Staff are up to date in their knowledge of child
    protection procedures and the school teaches pupils and their parents key aspects such as safe use of the
  • The school is rightly proud of its inclusive approach, making sure that pupils of all abilities and
    backgrounds feel well supported. There is no discrimination. All pupils grasp the opportunity that the
    school gives them to do well.
  • Spiritual, moral, social and cultural development is outstanding. The leadership works very successfully to
    make pupils reflective and well-rounded citizens within a strong Christian ethos. The inspector observed
    assemblies in which pupils thought about issues like friendship. Pupils’ work also shows pupils think about
    spiritual issues, such as work by Year 2 on ‘Light as a symbol’ and their reflections in ‘special books’.
  • Pupils enjoy the school’s curriculum, which teaches core skills effectively and includes a range of subjects
    which pupils describe as ‘fun’. Both music and sport have a high profile in the school. The leadership has
    used the sport funding well, for example in buying in specialist sports expertise which has helped to
    increase staff skills and opportunities for pupils. As a result, there has been increased pupil participation in
    sports and some notable successes in competitive sport.
  • Pupils also enjoy the good range of visits, for example to London. They particularly enjoy the residential
    visit to the Isle of Wight.
  • The school teaches concepts relevant to life in modern Britain well. Teachers encourage pupils to give
    their opinions and to put forward their ideas on how things should be done in school. Pupils are very
    tolerant of each other and they enjoy taking on responsibility for aspects such as improving the local
    environment. There is a strong culture in the school of pupils helping others, for example through raising
    money for charity.
  • The school is very outgoing. This is evident, for example, in the links pupils have established with a school
    in Japan. The leadership is currently considering links with schools in more countries.
  • The school has productive links with other local schools. These benefit staff, through opportunities for
    joint staff development and getting a uniform view on what standards of work should be expected from
    pupils. Pupils also profit from the links. For example, they use some facilities in the local secondary school
    and students from the secondary school gave a presentation about their school to Vernham Dean’s pupils.
  • There are very few disadvantaged pupils. Nevertheless, the school has spent the relevant funding well,
    providing extra support where needed. As a result, disadvantaged pupils make good progress and also
    benefit in terms of personal development.
  • Parents are mostly very supportive of the school and appreciate what it provides. This was evident from
    the online survey and also the school’s own survey of parents.
  • The governance of the school:

The governing body has been strengthened since the previous inspection. By their own admission,

governors are now more confident in expecting the leadership to justify its policies in areas such as the
deployment of staff and resourcing. Governors are active in school, checking on progress and
supporting school events. They use assessment data confidently and have a good understanding of how
well the different groups of pupils do compared with the performance of pupils nationally. They also
understand the strengths in the teaching and how the school has improved it and can build on these
strengths further. Governors have evaluated the positive impact of primary sport funding and they have
also made sensible decisions on the funding available for the few disadvantaged pupils in the school.
Governors understand their responsibilities for aspects such as safeguarding. They rigorously oversee
the performance management process for staff in the school, including how their salary is linked to
pupils’ progress. Governors are very enthusiastic about their school, but also hold it to account as part

of the process of supporting the leadership’s drive for excellence.

The behaviour and safety of pupils are good


  • The behaviour of pupils is good. They enjoy school, which is partly why attendance is above average and
    has been for some time.
  • Pupils are very courteous to visitors and talk openly and honestly about their experiences at school. They
    enjoy both their learning and the good range of opportunities outside lessons to take part in sports and
    other activities such as singing and gardening.
  • Pupils are very keen to learn and this is a significant factor in their good progress. Just occasionally they
    say that they find the work quite easy and not all pupils find their targets very useful. However, they
    respect and like their teachers and enjoy the friendly nature of the school.
  • Pupils like taking responsibility and they speak very proudly about their school council.
  • Behaviour is very good around the school, despite some occasional boisterousness in the playground when
    games are in full swing. Occasionally some pupils ‘switch off’ in lessons, which is why behaviour is not
    outstanding. Pupils are insistent that there is no real bullying of any type in the school, either physical or
    verbal, and school records confirm that the school is a very well-ordered community.
  • The school’s work to keep pupils safe and secure is outstanding. All parents report that pupils feel very
    safe in school. Those pupils whom the inspector spoke to said the same thing. Possible issues to do with
    safety are discussed in assemblies, in lessons and in pupils’ work.
  • The school’s safety procedures, and the school site, are very secure. The checks on staff working at the
    school are rigorous, with comprehensive secure records maintained. Systems to control access to the
    school are very effective.
  • As at the previous inspection, pupils enjoy outstanding care and support. Pupils know exactly to whom
    they should turn if they need support or advice. The school maintains very good links with those agencies
    outside the school which it has to contact occasionally. There are secure procedures for ensuring good
    attendance. The school keeps records on safety issues and updates them as appropriate.
The quality of teaching is good
  • School records show that teaching has been consistently good over time. The leadership has managed the
    recent changes in staffing effectively so that pupils’ progress has not suffered. Evidence gained during the
    inspection, particularly from talking to staff and pupils and from looking closely at pupils’ work, confirmed
    the good quality of the teaching.
  • Parents also believe that teaching is good.
  • Teachers are successful in motivating pupils to want to learn. This is demonstrated when they work as a
    whole class, on their own or in small groups. When in groups they collaborate very well with each other.
    In lessons, for example, pupils work out the solutions to mathematical problems together.
  • Reading sessions are managed very effectively, taking advantage of older pupils’ enjoyment of reading a
    range of fiction and non-fiction books.
  • Teaching assistants provide good support in lessons. Often they work with a group of pupils of varying
    levels of ability. They use a range of resources and methods which engages pupils’ interests and helps
    pupils to learn quickly.
  • Staff are successful in helping the few disadvantaged pupils in the school make good progress in lessons,
    being very aware of their individual needs.
  • Teachers have benefited from several opportunities to develop their skills further, including having
    opportunities to learn from each other. The leadership has, for example, developed their confidence in
    teaching higher-level mathematics.
  • Teaching has had a very positive impact on the development of literacy, reading and mathematics. The
    teaching of writing has improved since the previous inspection and, as a result, progress in writing is now
    more secure. However, it is not as rapid in other subjects, mainly because pupils get limited opportunities
    to write more and in greater depth when not in English lessons. This means, for example, that written
    work in topics based around history and geography is not of the same standard as work done in English
    lessons. The school recognises this as an aspect for further development.
  • Teachers’ marking is often constructive in highlighting both the strengths and weaknesses in pupils’ work,
    and pupils confirm this. However, it is not always as thorough or consistent in quality and does not always
    give enough guidance to pupils on how exactly they can improve their work. Similarly, staff do not make
    much use of pupils’ personal targets in lessons, which is why some pupils are quite vague about the
  • Teachers usually make sure that the most-able pupils learn well. These pupils also get other opportunities
    to do quite challenging work, for example in mathematics, and they enjoy this. However, occasionally, the
    activities in lessons do not ensure that pupils move on to more challenging tasks early enough to
    maximise their progress. This is why teaching is not outstanding.
The achievement of pupils is good
  • The inspector looked at a lot of pupils’ work during the inspection. This showed good progress over time,
    with pupils achieving well in a range of writing in English, and making good progress in mathematics.
  • Attainment in phonics (the linking of letters and sounds) is well above average. This was confirmed by the
    excellent performance of both boys and girls in the national phonic check at the end of Year 1. The
    inspector also saw this in lessons, with younger pupils rapidly reinforcing and extending their language
  • Attainment in reading is high. Many pupils read at levels well above the national average. They read
    confidently and accurately and enjoy talking about their reading.
  • Attainment in speaking and listening is well above average. Pupils speak articulately and with confidence.
    This is evident in assemblies, in lessons and when they talk not just to staff but to adult visitors.
  • Attainment in mathematics is above average. Many pupils are adept at working out mathematical
    problems and enjoy the process.
  • The school’s own assessments and national test results confirm the school’s success in preparing pupils
    well for the next stage of their education when they leave school at the end of Year 6. Attainment at the
    end of Year 2 has been consistently above, and often well above, average for several years. It has also
    been above average in the assessments for Year 6 pupils, although there have been slight variations in
    recent tests due to the different ability levels within small cohorts of pupils year on year.
  • The most-able pupils achieve well. Many attain Level 3 by the end of Year 2, and Levels 5 or 6 by the end
    of Year 6. Results in reading, in particular, have been significantly above average.
  • The few disabled pupils and those with special educational needs make similarly good progress from their
    starting points.
  • There are too few disadvantaged pupils to compare their attainment without identifying individual pupils.
    However, these pupils make similar progress to that of their classmates, which is better than that of other
    pupils nationally.
  • Although attainment in writing is above average and many pupils make good progress in writing, it is not
    as rapid as in reading and mathematics. This is partly because there are fewer opportunities for pupils to
    demonstrate their writing skills. Although most parents believe that pupils achieve well, this is a reason
    why achievement overall is not outstanding.
The early years provision is good
  • Children in Reception get a very good start to their education in the school. Most have been to a nursery
    or pre-school and they join with skills and knowledge above those typical for their age. Good leadership
    and high expectations in Reception ensure that they make good progress.
  • By the time they leave Reception, children have skills well above those typical for their age, in reading,
    writing, number, their understanding of the world and all aspects of their personal and social
    development. They are very well prepared for their transfer to Year 1.
  • Sometimes the Reception children work as a group and sometimes alongside some Year 1 pupils. In both
    cases this is very effective. Children use the outside area and resources well, and their classroom is a
    stimulating learning environment in which they feel very safe, as their parents attest.
  • The children behave very well and are keen to learn. They learn classroom routines very quickly and
    cooperate well.
  • Leadership of early years is good. Staff regularly assess the children’s progress and keep good records and
    examples of work to show how quickly most of the children have progressed.
  • Teaching is good because staff have high expectations, whatever activities the children are doing. The
    children learn key skills, such as writing, quickly. They also listen well and speak very confidently. Children
    are keen to explain to visitors what they are doing.
  • Reception staff ensure that there are good relationships with parents, who are welcomed into the school.
    There are also good links with a local pre-school, which help to ensure a smooth transition for children
    between the two settings.
  • Although children learn and play constructively, occasionally they miss opportunities to extend their
    learning because they are busy with activities in the outside area.

What inspection judgements mean


Grade Judgement Description
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
Ofsted inspectors.

School details

Unique reference number 116321
Local authority Hampshire
Inspection number 448788

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

Type of school Primary
School category Voluntary controlled
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 95
Appropriate authority The governing body
Chair Paul Nicoll
Headteacher Martin Lambert
Date of previous school inspection 30 June–1 July 2010
Telephone number 01264 737241
Fax number 01264 737470
Email address reveal email:…

print / save trees, print less