Vernham Dean Gillum's Church of England Primary School
phone: 01264 737241
headteacher: Mr Martin Lambert
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
- 3.3 miles Hurstbourne Tarrant Church of England Primary School SP110AX (110 pupils)
- 4 miles Hatherden Church of England Primary School SP110HT (107 pupils)
- 4.4 miles Shepherds Spring Infant School SP116JR
- 4.7 miles Shalbourne CofE Primary School SN83QH (51 pupils)
- 5.1 miles Appleshaw St Peter's CofE Primary School SP119HR (94 pupils)
- 5.1 miles Smannell and Enham Church of England (Aided) Primary School SP116JJ (111 pupils)
- 5.2 miles Inkpen Primary School RG179QE (78 pupils)
- 5.2 miles St Martin's East Woodhay Church of England Voluntary Aided Primary School RG200AF (121 pupils)
- 5.6 miles Roman Way Primary School SP105JY (191 pupils)
- 5.6 miles Endeavour Primary School SP116RD (253 pupils)
- 5.7 miles St Mary Bourne Primary School SP116AU (129 pupils)
- 5.7 miles Knight's Enham Junior School SP104BS (181 pupils)
- 5.7 miles St Benedict's Convent School SP110RD
- 5.8 miles Knights Enham Infant School SP104BS (210 pupils)
- 5.8 miles Ludgershall Castle Primary School SP119RB (209 pupils)
- 5.9 miles Grafton CofE Primary School SN83DB
- 6 miles Andover Education Centre SP116JP (6 pupils)
- 6 miles Shepherds Spring Junior School SP116JP
- 6.1 miles Marsh Court House School SP110QD
- 6.1 miles Thistledown Education Centre SP119QF
- 6.2 miles Harrow Way Community School SP103RH (851 pupils)
- 6.3 miles St Thomas' Church of England Infant School, Woolton Hill RG209XF (136 pupils)
- 6.4 miles Woolton Hill Junior School RG209XE (180 pupils)
- 6.4 miles Thorngrove School RG209PS (189 pupils)
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|
|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
and other activities which the school offers. Good
links with other local schools provide opportunities
for pupils to achieve well.
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
| 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.
|John Laver, Lead inspector||Additional inspector|
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.
|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
- 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
- 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
- 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 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||116321|
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|
|Date of previous school inspection||30 June–1 July 2010|
|Telephone number||01264 737241|
|Fax number||01264 737470|