Cupernham Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
340
AGES
7 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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, ONS
01962 847456

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(26/09/2023)
Full Report - All Reports
66%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Bransley Close
Romsey
SO51 7JT
01794512702

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with care, enthusiasm and honesty. As one parent said: ‘The headteacher has a real presence. He tackles issues head-on.’ You are supported well by your effective deputy headteacher and year leaders, who share your determination that all pupils receive a good education. Teachers and learning support assistants are proud of the school and work hard to fulfil your vision. They are appreciative of the training and support leaders provide, which help make sure that pupils achieve their potential. The vast majority of parents and carers are very complimentary about the school’s work, highlighting the good progress that pupils make and the nurturing, supportive environment. As one parent wrote: ‘I am very grateful for the investment that the school staff have made in my children’s lives.’ Another wrote: ‘My children have thrived at Cupernham, grown in confidence and made huge steps in their learning. I would highly recommend this school to other parents.’ The school’s vision of ‘dream believe achieve’ is central to the school’s work. It can be seen in pupils’ positive attitudes to learning in class and the work they produce. Pupils say that they enjoy learning and are full of praise for their teachers, who ’get the best out of us’ and ‘make sure we work hard’. The curriculum is designed to be broad, balanced and inspiring, with numerous opportunities which help to increase pupils’ resilience and to aid their spiritual, moral, social and cultural development. For example, pupils in Year 3 excitedly told me about a recent visit to Butser Farm, where they had made Stone Age jewellery and dug up fossils because they are studying the Stone Age in class. Pupils, parents and staff appreciate the ‘fabulous finish’ to projects, when parents are invited into school to see the work pupils have produced. Assemblies and personal, social and health education are valued by pupils as times to reflect on current issues and important events. For example, pupils maturely reflected on the achievements of the scientist Stephen Hawking, who died the week before the inspection. Participation rates in extra-curricular activities are high, including in the very popular annual school production and in several sporting activities, including swimming in the school’s own pool. Music is encouraged and very popular. All pupils in Year 5 get the opportunity to learn a brass instrument and the regular singing assembly is enjoyed by all. Most popular by far is the weekly ‘carousel’ where pupils across all year groups join together to experience something they may not have come across before. Activities include gardening, arts, scriptwriting, animation and ‘flight club’, where pupils learn about the technical demands of flying. Leaders have a good knowledge of the school’s strengths and areas for development. Governors challenge you on these appropriately, including through useful visits to check the impact of leaders’ actions. In addition, you value the advice and support of the local authority. The school has responded well to the areas for improvement since the last inspection, which were to strengthen the quality of teaching and ensure that pupils have time to make improvements to their work. Teaching is now much more consistent, with pupils being challenged from their different starting points in a more systematic way. Consequently, pupils make good progress over time, including disadvantaged pupils. This is especially the case in reading and writing, where attainment is consistently above national averages. Pupils enjoy reading the whole-class texts and then discussing their views with each other in class. Pupils write in detail and accurately across a broad range of subjects. You rightly recognise where elements of the school could be improved further and act on these well. For example, work to improve the provision in mathematics and for pupils who have special educational needs (SEN) and/or disabilities is well under way and already making a positive difference for current pupils. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders and governors have made sure that staff are well trained in child protection, safeguarding and whistleblowing procedures. They know how to recognise any potential issues that may indicate that a child is at risk. They know how to pass on concerns and are rightly confident that leaders will take these seriously. Leaders diligently record all concerns and act appropriately to keep pupils safe, including through liaising with outside agencies. Recruitment checks on the suitability of staff working in the school are thorough. Pupils say that they feel safe in school. They say that pupils are friendly towards each other. Bullying is rare, but should it happen, adults will quickly sort it out. The pupils I spoke to could all identify an adult they would go to if they had any concerns. The curriculum helps to keep pupils safe. For example, e-safety is a key priority, with pupils understanding the importance of not giving out personal information online. Inspection findings At the start of this inspection, we agreed to look at: the effectiveness of safeguarding arrangements; the effectiveness of leaders in managing pupils’ behaviour, the effectiveness of teaching in ensuring that pupils are challenged from their different starting points; the quality of support for pupils who have SEN and/or disabilities; and the quality of provision in mathematics. Pupils at Cupernham behave very well. Lessons typically have a calm, industrious atmosphere. Pupils move around the school sensibly and play together happily at playtimes. Training in how to manage the behaviour of some pupils who have complex needs, along with a relatively new tracking system for behaviour, means that staff are better equipped to de-escalate any issues which may arise. Exclusions have declined markedly in the last year, as pupils meet your high expectations of their day-to-day conduct. Leaders have ensured that there is a systematic approach to ensuring that teaching challenges pupils from their different starting points. Staff plan learning opportunities which match pupils’ different needs, for example by ensuring that pupils catch up to where they need to be, or are given harder work to stretch them further. Learning support assistants are deployed effectively to provide additional support for pupils of all abilities. Pupil premium funding is used well to ensure that most disadvantaged pupils make good rates of progress. Pupils said that teachers set work at the right level to challenge them in their thinking. As one said: ‘The work makes my brain hurt by just the right amount.’ As a result of the improvements to teaching, current pupils are making more rapid progress than previously, particularly most-able pupils. Leaders have reviewed provision for pupils who have SEN and/or disabilities. Additional support and training, including from local agencies and from the local authority, are improving how the school manages the learning and emotional needs of these pupils. For example, learning support assistants now provide much more targeted support for individual pupils. In particular, better communication is helping staff to provide proactive support which meets the needs of pupils who have social, emotional and mental health needs. Leaders work especially hard to find solutions which meet pupils’ differing and individual needs. Over time, pupils’ progress in mathematics has not been as strong as in English. Leaders recognise this. They have provided additional training to help teachers better meet the demands of the national curriculum. Staff especially praised the work of middle leaders in supporting them as they adapt their teaching in mathematics. As a result, pupils are becoming more adept at using additional mathematics resources to support their learning, particularly in the younger years. Pupils are also developing their reasoning skills more effectively throughout the school and their overall understanding of mathematics is deepening. Consequently, pupils’ progress in mathematics is accelerating, particularly for disadvantaged pupils and most-able pupils. Next steps for the school Leaders and those responsible for governance should ensure that: strategies to improve pupils’ rate of progress in mathematics are securely embedded throughout the school staff refine, review and evaluate the use of additional funding for pupils who have SEN and/or disabilities, to ensure that provision more effectively meets pupils’ differing and specific learning, social, emotional and mental health needs. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Hampshire. This letter will be published on the Ofsted website. Yours sincerely Catherine Old Her Majesty’s Inspector Information about the inspection I met with you, senior and middle leaders, and with the chair of governors. I also spoke to a representative from the local authority on the telephone. I observed learning in eight classes with leaders. With middle leaders I scrutinised a range of pupils’ work. I analysed a range of the school’s documentation, including information about improvement planning, governance, monitoring visits, behaviour records, safeguarding checks, policies and procedures. I considered the 63 responses to Ofsted’s online survey, Parent View, including the 60 free-text responses, and spoke to parents at the beginning of the day. I considered the 43 survey responses submitted by pupils, spoke to pupils at play time and met with a group of eight pupils. I took account of the views of staff through the 15 responses to the confidential staff survey and during meetings with staff throughout the day.

Cupernham Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>40, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 98 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 98 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>50, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 98 responses up to 28-09-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>77, "strongly_agree"=>3, "agree"=>9, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 98 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 98 responses up to 28-09-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>33, "strongly_agree"=>30, "agree"=>22, "disagree"=>7, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 98 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>47, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>51, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 98 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>43, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 98 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>49, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 98 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>37, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 98 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>44, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 98 responses up to 28-09-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>46, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>6} UNLOCK Figures based on 98 responses up to 28-09-2023
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 98 responses up to 28-09-2023

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Cupernham Junior School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Cupernham Junior School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]