Guillemont Junior School

Inspection of Guillemont Junior School Sandy Lane, Farnborough, Hampshire GU14 9ES

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement 1 and 2 July 2025

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What is it like to attend this school?

The school has ensured strong improvements since the last inspection. Expectations for achievement and behaviour are now high. Pupils rise to meet these ambitions by achieving well. Behaviour is positive across calm classrooms and joyful playtimes. Pupils are happy, safe and flourishing in this deeply caring school. They are not worried about bullying because pupils refuse to be bystanders and share any concerns with trusted adults.

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What is it like to attend this school?

Pastoral care is a strength. Pupils enjoy calmness and collaboration when they take turns playing pool in the ‘Lunchtime Lounge’. Others take care of birds and guinea pigs in the aviary, or enjoy bug hunts at lunch time. A variety of pupil leadership roles encourage active citizenship. Jobs include junior road safety officers, cyber ambassadors and eco monitors (who look after the nurturing sensory garden). These experiences boost well- being for all.

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What is it like to attend this school?

Pupils learn to celebrate diversity and promote equity. They learn how to stay safe including online and near roads or water. A rich range of trips and extra-curricular activities enrich school life and help to promote pupils’ talents and interests. Residential trips in each year group are character building. Pupils proudly live out the school values of independence, curiosity, resilience, respect and aspiration.

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

At the time of the last inspection, the curriculum was not always adapted well enough to help pupils with special educational needs and/or disabilities (SEND) to achieve as well as they could. The school has focused its efforts to ensure that staff work together to identify the needs of all pupils more sharply. Highly effective help is now in place, so that pupils with SEND are thriving and achieving. Teachers skilfully adapt learning and deploy resources to support pupils to learn well. Pupils in the specially resourced provisions flourish with caring, targeted and expert help. This helps them to learn and achieve well while developing emotional well-being.

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

Support for reading is a key strength. Staff swiftly check and identify any help that pupils require with phonics. High-quality teaching of phonics and reading ensures that pupils learn to read with fluency, confidence and expression. Pupils develop a love for reading. This effective work by the school equips pupils well for wider learning and for their future steps in education.

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

Pupils learn and remember knowledge particularly well in subjects such as history and science, where the school has focused on supporting pupils to learn and remember key content securely over time. In mathematics, pupils learn to apply concepts to solve problems, and their calculation skills are strong. In science, pupils use scientific vocabulary to describe their learning. Teachers have strong subject knowledge across the curriculum. They often plan tasks and check what pupils know with accuracy. However, at times, lesson activities do not help pupils to achieve the full ambitions of the curriculum. Furthermore, assessment has not been fully embedded in some of the wider curriculum. 1 and 2 July 2025

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This means that pupils’ gaps in knowledge are not always sharply identified and addressed.

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Pupils’ conduct around the school is respectful and kind. Relationships between pupils and staff are supportive and warm. Attendance has improved further in the last year. Most pupils attend highly. This is a result of impressive work by the school to support families to overcome obstacles which can cause absence.

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The school prepares pupils well for secondary school and for life in modern Britain. Pupils learn about a range of faiths and cultures. They develop speaking skills in assemblies. Opportunities for voting in school help pupils to learn about democracy. Educational trips, such as visiting historical sites, help to enrich learning further. A range of music and sport opportunities brings out the best in everyone.

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The school is led with compassion and determination. Parents and carers speak highly of the school’s ethos. One parent commented, representing the views of many, ‘This school makes sure that children are individuals. No one is a number’. Staff feel well supported and proud to work here. Governors provide strong support and challenge. They fulfil statutory duties with diligence using their expertise and strategic thinking to hold the school to account. The school has engaged positively with the local authority to drive impressive improvements. This highly inclusive school is now going from strength to strength.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, activities do not meet the high ambitions of the curriculum. This means that some pupils do not securely learn important content across subjects. The school should ensure that learning tasks help pupils to achieve well across the curriculum.  In some foundation subjects, assessment is not embedded. This means that gaps in pupils’ knowledge are not always identified swiftly or addressed. The school should ensure that checks on learning identify and address pupils’ misconceptions effectively across the curriculum.

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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. 1 and 2 July 2025

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

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Further information

You can search for published performance information about the school.

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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 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 July 2025

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School details

Appropriate authority The governing body

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School details

Headteacher Paul Shakespeare (Executive Headteacher) Kristy Llewellyn (Head of School) Website www.guillemont.org.uk

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School details

Dates of previous inspection 7 and 8 December 2022, under section 5 of the Education Act 2005

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Information about this school

 This school is federated with Pinewood Infant School. Leaders and some members of staff work across both schools.  The school has two specially resourced provisions. One provision supports 17 pupils with speech, language and communication needs. The other provision supports 5 pupils with autism. All pupils in these provisions have an education, health and care plan.  The school currently uses two unregistered alternative provisions.

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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 provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 1 and 2 July 2025

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 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the executive headteacher, head of school, inclusion leaders, SEND co-ordinator, curriculum leaders, teachers and support staff.  The lead inspector met with governors, including the chair of the governing body.  The lead inspector met with an adviser from the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and science. For deep dives, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also evaluated pupils’ work personal, social, health and economic education

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(PSHE).  The lead inspector listened to a range of pupils read.  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 took account of responses to the pupil survey and spoke to a range of pupils to learn their views about the school.  Inspectors considered the responses to the staff survey and spoke to a range of staff about their views of the school.  Inspectors took account of responses to the Ofsted Parent View survey and the free- text responses. Inspectors also spoke to parents and carers at the gates before school.

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Inspection team

Scott Reece, lead inspector His Majesty's Inspector

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Inspection team

Gareth Flemington His Majesty's Inspector

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Inspection team

Christine Bulmer Ofsted Inspector 1 and 2 July 2025

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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.

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