|Name||Upton Junior School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||18 July 2017|
|Address||St Martin’s Road, Upton, Poole, Dorset, BH16 5NQ|
|Religious Character||Does not apply|
|Number of Pupils||376 (50% boys 50% girls)|
|Number of Pupils per Teacher||25.4|
|Academy Sponsor||Hamwic Education Trust|
|Percentage Free School Meals||20.7%|
|Percentage English is Not First Language||2.7%|
|Pupils with SEN Support||18.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Upton Junior School is larger than the average-sized primary school. The school does not meet requirements on the publication of information about the use of sports premium funding. There have been changes to the leadership team since the last inspection. There has been a new deputy headteacher and a new leader for those pupils who have special educational needs and/or disabilities. A very large majority of the pupils are of White British heritage. The proportion of disadvantaged pupils known to be eligible for the pupil premium is above average. The proportion of pupils who have special educational needs and/or disabilities is slightly higher than is found in most schools. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have not successfully tackled all areas for improvement identified at the previous inspection. Leaders have put in place systems to track pupils’ progress but do not make best use of the information. As a result, teaching is not consistently good. Pupils do not make enough progress from their starting points. Too few pupils achieve the standards expected for their age by the end of Year 6, particularly in mathematics, reading and writing. Middle leaders have not monitored the performance of key groups closely enough. They have not acted rigorously to address weaker achievement and improve outcomes. Too few pupils meet age-related expectations and those identified as the most able are not working at a higher standard. Governors’ roles and responsibilities are not clearly defined. Consequently, they do not check the progress of school improvement closely enough and do not hold leaders fully to account. The reading opportunities provided for pupils in school are not yet well established. This results in mixed attitudes towards reading and some pupils do not read regularly. The progress of those who have special educational needs and/or disabilities is too inconsistent, particularly in reading and writing. Teachers do not regularly provide work that is challenging so that pupils make good progress and reach the standards that they are capable of. This applies in particular to those who are most able. Pupils do not develop their writing skills well. Their application of grammar and spelling is weak. The school has the following strengths Pupils are courteous to adults and their peers. They are an asset to the school. Leaders have designed a curriculum which ensures that all subjects are well represented. As a result, pupils enjoy the variety that the curriculum offers. Pupils feel safe. They feel confident in the way that the school manages behaviour and have a good understanding of ‘right and wrong’. The teaching of music is exemplary. Pupils develop a strong musical understanding and are enthusiastic participants.