|Name||Ottershaw Christchurch Church of England Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 March 2016|
|Address||Fletcher Road, Ottershaw, Chertsey, Surrey, KT16 0JY|
|Religious Character||Church of England|
|Number of Pupils||236 (50% boys 50% girls)|
|Number of Pupils per Teacher||25.4|
|Academy Sponsor||The Good Shepherd Trust|
|Percentage Free School Meals||6.8%|
|Percentage English is Not First Language||7.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Ottershaw Junior is a little smaller than the average-sized primary school. It has two forms of entry. The school has been federated with Ottershaw Infant School since 2007. Both schools share a headteacher, deputy headteacher, inclusion manager and business manager. Subject leaders carry out their responsibilities across both schools. The schools share a governing body. The schools are inspected separately. The infant school was most recently inspected in February 2016. At the time of the previous inspection, the school was led by a headteacher who retired in December 2013. The school was led by an interim headteacher from January to July 2014. The current headteacher took up her post in September 2014. A lower than average proportion of pupils are eligible for additional government funding, known as the pupil premium. This funding is used to support pupils who are known to be eligible for free school meals and children who are looked after by the local authority. The large majority of pupils come from White British backgrounds. The rest come from a wide range of minority ethnic heritages, with no one group predominating. The proportion of pupils who speak English as an additional language is much lower than average. The proportion of pupils who have special educational needs or disability varies from year to year but is broadly average. The breakfast club and after-school care provision are privately run and subject to separate inspection. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The headteacher, working in close and highly effective partnership with the deputy headteacher, has shown exceptional leadership since taking office. The school has made remarkable improvement. Pupils now make good progress in reading, writing and mathematics, rather than the weak progress indicated by the published data relating to past pupils. Pupils’ outcomes throughout the school have improved. This is because leaders and governors ensure that the quality of teaching is good. They check teaching frequently and carefully, and teachers are keen to raise their own performance. Leaders are focused sharply on school improvement. They know their school well and their plans for future development are ambitious and achievable. Leaders have devised new and highly effective ways of checking pupils’ progress. They share these with governors, who thus have the information they need to ask searching questions and share in driving the school forwards. Leaders and governors make exemplary use of additional government funding for disadvantaged pupils and for sport in primary schools. Teaching promotes good learning. Teachers’ feedback, oral and written, is helpful in showing pupils how to improve their work. Teaching assistants are deployed well. Teachers clear up pupils’ misconceptions effectively. Staff look after pupils extremely well. They keep them safe and secure. Pupils are kind to one another. Adults listen to their ideas, and this promotes pupils’ confidence and self-esteem. Pupils’ behaviour is exemplary. They are keen to learn and behave considerately towards others. The school promotes excellent behaviour through its strong promotion of values. The progress of pupils in all years is good. Groups, particularly the disadvantaged, achieve particularly well, so that gaps in their progress with other pupils have closed. It is not yet an outstanding school because : At times, adults do not ensure that the most-able pupils receive work pitched at a high enough level to enable them to make the best progress they can. Pupils’ spelling and handwriting, particularly in their humanities workbooks, are sometimes not as good as they could be.