|Name||Newnham Junior School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||06 October 2011|
|Address||Newnham Avenue, Ruislip, HA4 9RW|
|Religious Character||Does not apply|
|Number of Pupils||361 (49% boys 51% girls)|
|Number of Pupils per Teacher||23.2|
|Percentage Free School Meals||5.8%|
|Percentage English is Not First Language||20.5%|
|Pupils with SEN Support||8.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Newnham is much bigger than most primary schools. Most of the pupils live in the immediate vicinity. About two thirds of the pupils are White British and the remainder are from a wide range of minority ethnic backgrounds. The proportion of pupils who speak English as an additional language is average and there are a few pupils at an early stage of learning English. The proportion known to be eligible for free school meals is about a third of the national average. The number of pupils identified as having special educational needs and/or disabilities is below average. Most of these pupils have learning difficulties. The school has gained a number of awards, including National Healthy Schools status.
Newnham Junior is an outstanding school. Pupils of all backgrounds and abilities are fully involved in all that the school has to offer and they all are treated as unique individuals. This is because the staff place the children’s welfare and well-being at the heart of its provision. Consequently, the care, guidance and support provided are outstanding. Parents and carers are overwhelmingly supportive and many wrote fulsome comments about how pleased they are to have chosen the school for their children and how much they enjoy school. Their views are summarised by the parent who wrote: ‘My son is thriving on all the activities, clubs and projects and is a very happy boy. The spirit within the school is second to none and we have been very impressed with everything. We can’t fault the time and effort put into my son’s education and future.’ Pupils say that they love school and learning. They work together extremely well and have highly positive attitudes. For example, Year 6 pupils are very proud of their art projects. Attainment in art is high, and all around the school many superb displays celebrate the pupils’ achievements. Attainment at the end of Year 6 is consistently high and pupils make good progress from their above-average starting points. Even though attainment in English is high, it is better in reading than writing. The school is keenly aware of this discrepancy and staff recognise that pupils’ skills in developing complex sentences are not sufficiently well developed. Pupils’ overall achievement is outstanding because teaching is consistently good, and often outstanding. Teachers plan lessons carefully and ensure that work is matched well to pupils’ learning needs. Prior assessments are used very well to ensure that work is consistently challenging for all groups of pupils. However, even in good lessons, teachers sometimes plan too many activities or spend too much time introducing topics, and this limits pupils’ progress because they are not given enough time to consider their learning. On rare occasions when lessons are no more than satisfactory, the pace of learning dips because teachers spend too long introducing lessons. Behaviour is exemplary, and pupils say that they feel very safe and have confidence in all the adults to help them if the need arises. By the time that they reach Year 6, pupils have developed into mature and confident young people with high self-esteem. They are prepared exceptionally well for their move to secondary school and life beyond. An outstanding curriculum promotes learning exceptionally well. An excellent range of topics and themes has been developed and these are matched exceptionally well to the pupils’ interests and needs. Effective provision for pupils with special educational needs and/or disabilities plays a key part in this. Provision for these pupils is aided by the excellent partnership that the school enjoys with other schools and support agencies. An important element of the school’s success is the quality of leadership and management. There is a united vision, firmly based on continuous improvement. All the staff work closely as a team and staff morale is high. Pupils’ progress and the school’s provision are monitored rigorously and this results in senior leaders having an accurate view of the school’s strengths and development needs. This accurate self-evaluation is used well to support an excellent school improvement plan. The improvements in provision and the school’s outstanding overall effectiveness are a clear demonstration of the school’s excellent capacity to improve further.