|Name||Isambard Brunel Junior School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||12 September 2017|
|Address||Wymering Road, North End, Portsmouth, Hampshire, PO2 7HX|
|Religious Character||Does Not Apply|
|Number of Pupils||302 (48% boys 52% girls)|
|Number of Pupils per Teacher||18.8|
|Academy Sponsor||The Thinking Schools Academy Trust|
|Percentage Free School Meals||27.8%|
|Percentage English is Not First Language||22.2%|
Information about this school
Isambard Brunel Junior School is slightly larger than the average-sized primary school and converted to an academy in June 2014. The school is part of the Thinking Schools Academy Trust. The proportion of pupils known to be eligible for the pupil premium is well above the national average. The proportion of pupils from minority ethnic backgrounds is broadly average, as is the proportion of pupils who speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities, have a statement of special educational needs or an education, health and care plan is in line with the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of key stage 2. The school meets requirements for the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish online.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ achievement is improving but the pace of change has not been quick enough. Leaders have not monitored the quality of teaching robustly enough. This has slowed the pace of improvement to secure consistently good teaching. Leaders’ development planning is not precisely targeted. Consequently, it is difficult for leaders to identify how successful their actions have been in improving teaching and pupils’ outcomes. Teachers’ improvement priorities are too broad and have not been focused precisely enough on accelerating pupils’ progress. The quality of teaching, learning and assessment is variable. As a result, pupils do not make good progress and do not reach the levels of which they are capable. Teachers’ questioning does not require pupils to think deeply. Pupils are not expected, or given enough time, to consider their responses, and their answers are not probed to develop their ideas. Pupils do not routinely know what to do to improve their work. This prevents them from making more rapid progress. Expectations of what pupils can achieve are too low. Pupils spend too much time on activities which lack purpose and challenge. Their progress is not fast enough. The school has the following strengths Governors and the trust have an accurate view of the school’s strengths and weaknesses. They hold school leaders to account effectively. The support and expertise available in the trust are contributing effectively to improvements in teaching, leadership and governance. Most pupils who have special educational needs and/or disabilities make good progress. Pupils behave well in lessons and around the school. They are courteous, respectful and tolerant. There is a strong culture of safeguarding. As a result, pupils say that they feel safe in school.