|Name||Broughton Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 January 2013|
|Address||Broughton Avenue, Aylesbury, Buckinghamshire, HP20 1NQ|
|Religious Character||Does not apply|
|Number of Pupils||238 (52% boys 48% girls)|
|Number of Pupils per Teacher||22.4|
|Percentage Free School Meals||5.5%|
|Percentage English is Not First Language||14.3%|
|Pupils with SEN Support||12.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is a smaller than average junior school. A large majority of pupils come from a White British background. Others are from a range of minority ethnic groups. The proportion of pupils who speak English as an additional language is above average. Of these there are none at the early stages of learning English. The proportion of pupils receiving the pupil premium is average. The pupil premium is extra money given to schools by the government to support, among others, pupils known to be eligible to receive free school meals. The proportion of disabled pupils, those who have special educational needs and those who receive support at school action is broadly average, as is the proportion being supported by school action plus or who have a statement of special educational needs. The school exceeds the government’s current floor target, which sets the minimum expectations for pupils’ attainment and progress. None of the school’s pupils are receiving alternative provision (none are taught elsewhere).
Summary of key findings for parents and pupils
This is a good school. The headteacher and deputy headteacher are ambitious for the school and pupils. As a result of a programme of regular checks they have improved teaching and achievement since the previous inspection. They are supported well by an effective team of staff who manage subjects or aspects of the school and are keen to continue to build on their successes. Teaching and learning are good and at times outstanding. Teachers are particularly skilled at helping pupils to improve their work through marking or telling them in lessons what to do. Teachers make lessons interesting and engaging and as a result pupils have good attitudes to learning. Standards are rising. More pupils are reaching the higher levels in reading and mathematics. Progress is good throughout the school. It is improving in writing and is now good. Pupils who need extra help make good and sometimes better progress because the work they are given is well matched to their needs and their progress is regularly checked. Governors are setting a clear direction for the school and challenge leaders about how well it is doing. They have a good understanding of the school’s finances and the quality of teaching. Pupils’ behaviour is good and at times exemplary. Parents and carers overwhelmingly agree that their children feel very safe at school. Attendance is above average. It is not yet an outstanding school because: Pupils do not reach the same levels in writing as they do in reading and mathematics. Sometimes, in lessons other than English, pupils are limited in their opportunities to practise their writing skills. In some lessons pupils who show they can do the work are not always moved on quickly to harder things. This can slow their progress. Not enough teaching is outstanding. Teachers are not always clear enough about what they must do as individuals to improve their teaching skills.