Grange Community Junior School

Inspection of Grange Community Junior School Wren Way, Prospect Estate, Farnborough, Hampshire GU14 8TA

p.1

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Previous inspection grade Outstanding 1 and 2 April 2025

p.1

What is it like to attend this school?

Pupils look forward to learning at Grange Community Junior School. They trust the staff and know who to speak to if they have a concern. Relationships between staff and pupils are respectful and warm. This makes pupils feel safe.

p.2

What is it like to attend this school?

The school has high expectations for all pupils, including those with special educational needs and/or disabilities (SEND), to achieve well. Published outcomes demonstrate that these expectations are being met.

p.2

What is it like to attend this school?

Pupils’ behaviour is excellent. They are polite and respectful to each other and to staff. Pupils follow instructions and have positive attitudes to their learning. Pupils understand the school’s behaviour system and know why they need to follow it. They care for each other and celebrate their differences.

p.2

What is it like to attend this school?

Pupils benefit from a wide range of opportunities outside of lessons. They visit local places of interest as part of their curriculum. They also get to experience a variety of museums and an overnight residential. Pupils take part in extra-curricular clubs and societies in school, which broaden their experiences. These include junior dukes, watercolour painting and the eco-society. Pupils also thrive in leadership roles, including playmakers and members of the school council.

p.2

What does the school do well and what does it need to do better?

The school’s curriculum is well planned and sequenced in all subjects. The curriculum is highly ambitious for all pupils, including those with SEND. Activities in lessons are well designed to support pupils to develop their understanding. The school continues to develop its approach to teaching and breaks down the learning into smaller sections. This helps pupils maintain their high levels of focus in lessons. However, in some subjects, teachers do not check what pupils already know effectively. This means that they do not know what knowledge pupils have secured.

p.2

What does the school do well and what does it need to do better?

Pupils are committed to their learning and are polite and courteous to each other. They listen to teachers and meet their expectations. Where a small number of pupils struggle with this, the school has effective plans in place that are used by staff to enable these pupils to learn effectively. This means that learning is not disrupted. Pupils are taught the rules in school and understand them. Bullying is not tolerated, and differences are valued. One pupil stated, ‘Our difference is celebrated because that is what makes us unique.’ The school rewards positive behaviours and pupils can earn privilege badges, which they value and strive to achieve.

p.2

What does the school do well and what does it need to do better?

Pupils at the school have excellent attendance. Leaders identify the reasons why individual attendance falls and put in appropriate support for this to improve. This is highly effective and ensures that pupils are in school and learning.

p.2

What does the school do well and what does it need to do better?

The school has strong processes in place to support pupils with SEND. Pupils achieve well in school thanks to well-planned interventions, both in and out of class. Parents and 1 and 2 April 2025

p.2

3

carers of pupils with SEND value what the school does for their children. They would recommend the school to others.

p.3

3

The way in which the school nurtures pupils’ personal development is a strength. Pupils are taught how to keep safe, both online and outside of school. The school strives to allow pupils to experience more. They ensure that all pupils can access a rich set of trips. Societies happen in school time and allow pupils from all backgrounds to learn beyond the national curriculum. The school ensures that all pupils learn about different faiths, where pupils from different backgrounds share their experiences. This enhances pupils’ understanding of the world.

p.3

3

Leaders have high ambitions for the school and its community. They continue to improve and accurately identify what they need to do next. Staff recognise that their workload and well-being are considered with every decision made in school. A well-structured programme of professional development ensures teaching continues to improve. Governors are passionate about the school and challenge leaders. They fulfil their statutory duties and support the headteacher’s well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some subjects, teachers’ checks on pupils’ learning are not as effective as they could be. This means that teachers do not always identify whether the knowledge pupils have acquired is secure. The school needs to ensure that pupils’ understanding is checked consistently, so they can build on and connect their knowledge over time.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

Further information

You can search for published performance information about the school.

p.3

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and 1 and 2 April 2025

p.3

4

protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 1 and 2 April 2025

p.4

School details

Chair of governing body Terressa Willcocks

p.5

School details

Dates of previous inspection 4 and 5 June 2015

p.5

Information about this school

 The school does not use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: English, mathematics, music and French. For each deep dive, inspectors discussed the curriculum with subject leaders, 1 and 2 April 2025

p.5

6

visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at pupils’ writing books.  Inspectors met with the headteacher and other leaders within the school. The lead inspector also met with governors, including the chair and a representative for the local authority.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of the school’s documentation, including school improvement plans, minutes of governing body meetings and attendance data.  Inspectors considered the views of parents shared through Ofsted Parent View.  The views of staff were gathered through interviews and discussions conducted

p.6

6

throughout the inspection, as well as the staff survey.  Inspectors gathered pupils’ views throughout the inspection, including through classroom visits and group discussions, as well as at playtime and lunchtime.

p.6

6

Paul Grundy, lead inspector His Majesty’s Inspector

p.6

6

Diane Charman Ofsted Inspector 1 and 2 April 2025

p.6

7

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7