Clarendon Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
316
AGES
7 - 11
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
01225 713010

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(20/2/18)
Full Report - All Reports
57%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Ordnance Road
Tidworth
SP9 7QD
01980607007

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have acted on the previous areas for improvement. Good practice is now shared through mentoring and coaching programmes. In the lessons we visited, pupils were interested and concentrating very well. You lead the school with great commitment and are very well organised. You are quick to find evidence to demonstrate the way you identify what needs to be done and act on it. You face an unusual challenge in that there is very high mobility (a very high proportion of pupils join the school or leave it between the start of Year 3 and the end of Year 6). In most cases, this is because pupils’ parents are in the armed forces and postings change. About 83% of pupils have a parent in the forces. You recognise the importance of providing for pupils who have arrived in the school having previously covered different topics, for example in history. To avoid repeating very similar things you have planned the curriculum around a theme of ‘take one…’, for example ‘take one artist’. In this way you cover key skills in a context that pupils are unlikely to have met before. Pupils like the approach and spoke with enthusiasm of some of the work they had done in different subjects. You receive additional funding for pupils who have a parent in the armed forces. You use this effectively, for example to provide emotional support and make sure that pupils are ready to learn. A few parents were, nevertheless, concerned about behaviour. Behaviour was excellent in the classes we visited. Lunchtime was lively as pupils ran around, but it was well supervised. The pupils I spoke to were adamant that behaviour is very good. One said, ‘It is really well controlled.’ We went through the records the school keeps about behavioural incidents. There were few, and they were dealt with appropriately. The school is keen to have governors who reflect the local community. However, this also means that the governing body often changes personnel. The chair of governors is new to the position but has taken good steps to get to know the school. She is rightly aware that governors’ training is an important aspect of maintaining an effective governing body. She and the other governor I met spoke confidently and accurately about the school’s strengths and what you are working on. The records of governors’ meetings show examples of ways in which they have challenged you and other leaders. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The school’s records about the required checks on adults who work or volunteer in the school are well organised and clear. You note training and references, and monitor records to make sure that all is up to date. Staff I spoke to were able to tell me about training they had had and what they had learned. They knew exactly what to do if they had worries about a pupil. You listen to and act on any concerns, involving social services quickly where needed and taking the right steps to safeguard children. All the pupils I spoke to said that they felt safe in school. They told me whom they could go to if they had a problem. Pupils understand what bullying is and most of those I met said that there is none. A few younger ones said that it occasionally happens but they were confident that teachers would sort it out if it did. All stressed that the school was a friendly place in which to be. New pupils really appreciate being given a ‘buddy’ to look after them when they first arrive. Parents who gave their views feel their child is safe. One parent, who has a child with specific needs, said ‘I couldn’t wish for a better school.’ Inspection findings During this inspection I evaluated: the impact of the high mobility of pupils; the improvements you are making to mathematics, particularly for the most able; and how well lower-ability pupils, particularly those who have special educational needs (SEN) and/or disabilities, are making progress in reading. You have analysed 2016 and 2017 results for pupils who were in Year 6. Your analysis shows that pupils who had been in Clarendon Junior School for all of the four years made much better progress than those who had spent time in one or more other schools. You have refined the way you assess and build on what pupils can do whenever they arrive. In particular, you hold frequent meetings to discuss pupils’ progress. At these you make sure that everyone concerned is aware of new pupils’ standards and you check on any pupil who is falling behind standards they had previously reached. Your data for pupils currently in the school shows that almost all are making at least good progress compared with their arrival points. The results for Year 6 pupils show that their progress in mathematics has been below average for the last three years and has been worse than their progress in English. Although some of this slow progress is down to pupils’ changes of school, you have taken good steps to improve it. Sensibly, you first focused on basic skills, and pupils’ performance in this area improved in the 2017 tests. The overall progress made by disadvantaged pupils in mathematics also improved in 2017. You are now working to improve pupils’ ability to reason mathematically, and on ways of improving the progress of the most able. Pupils showed me how they are applying the acronym APE (answer, prove, explain) in their mathematics. In lessons we saw teachers asking ‘Why do you think?’ and not just ‘How do we do it?’ For example, in one Year 5 lesson, pupils were really challenged to explain why 40% is the same as 4/10. In a Year 3 lesson, pupils were counting in 5s and 50s, and the teacher was pushing them to explain why it is different, using ideas of place value. In many of the lessons we visited, the work teachers had planned was meeting pupils’ needs very effectively. Leaders have introduced a system where pupils can challenge themselves, very sensibly, first making sure they understand then moving to a ‘spicy’ task. Where we saw this in place, pupils of all abilities had challenges provided at their level. In most classes, books show that this is standard practice. Books also show that in a few classes this practice is not fully established, as you have already identified. In these few classes work is not consistently hard enough to challenge the most able pupils, so they are not making enough progress. In 2016 and particularly 2017, Year 6 results showed that lower-ability pupils and those who had SEN and/or disabilities had made slower progress than others in reading. The SEN coordinator (SENCo) has a wide knowledge of pupils’ needs and can explain why specific support methods have been chosen. She is checking the impact of support these pupils receive by looking at improvement in tests. For example, one group’s reading age accelerated by an average of nine months in a three-month period. The SENCo tracks pupils’ termly progress by looking at teachers’ reviews of whether targets are met. These targets and reviews are variable in quality and form. The variation in ways of recording makes it harder to keep a check on them. At the moment the SENCo has no secure method of assessing longer-term progress in English and mathematics for the very few pupils working well below expectations for their age. The school does not have detailed information about key stage 1 assessments. The SENCo provides teaching of phonics for pupils who need this. I listened to some Year 3 pupils reading and found that they were able to use their phonics knowledge to work out unknown words. You have been working on developing comprehension skills, and the pupils were able to explain what the text was telling them and what made them think that.

Clarendon Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 44% Agree 38% Disagree 13% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>44, "agree"=>38, "disagree"=>13, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 16 responses up to 30-03-2019
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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

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Figures based on 16 responses up to 30-03-2019

Responses taken from Ofsted Parent View

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