Thames Ditton Junior School

Thames Ditton Junior School

Address: Mercer Close, Thames Ditton, Surrey, KT7 0BS Unique reference number (URN): 148799

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, achieve very well across the curriculum. This is reflected in both the high- quality work pupils produce and in the published results of national tests over time. Pupils who attend the specially resourced provision make positive progress from their individual starting points. Other pupils who begin school with barriers to their learning benefit from highly effective support so that they quickly gain secure knowledge in the early stages of reading, writing and mathematics. Leaders' sharp focus on developing pupils' vocabulary and communication means that pupils, including the most vulnerable, achieve very well in reading. For example, disadvantaged pupils in 2025 achieved higher in reading at the end of key stage 2 than non-disadvantaged pupils nationally. Pupils are very well prepared for their

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Attendance and behaviour Strong standard

Leaders' actions to promote positive attendance mean pupils, parents and carers understand the importance of coming to school regularly. The school's inclusive culture enables pupils to enjoy coming to school and attend well, including disadvantaged pupils and those with special educational needs and/or disabilities. Leaders have developed robust procedures for identifying any trends in absence for individual pupils. Where pupils may face barriers to attending, leaders act decisively. They work collaboratively with parents and external agencies to put thoughtful, bespoke support in place.

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Attendance and behaviour Strong standard

Leaders have established a highly effective behaviour strategy. It is known and understood by pupils and applied consistently by staff. Pupils rise to meet leaders' high expectations of their behaviour. Classrooms are calm environments where learning is rarely disrupted. Pupils are highly attentive and demonstrate consistently positive attitudes to their learning. Leaders make well-considered adaptations for pupils who struggle to manage their behaviour. This helps them to refocus and remain engaged in learning. Pupils demonstrate the school's values of kindness and respect in their daily interactions with their peers and staff. Consequently, bullying is rare and discrimination of any kind is not tolerated. Should pupils have any worries, they know that caring staff will help them.

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Curriculum and teaching Strong standard

The school provides a broad and ambitious curriculum with a sharp focus on the important knowledge pupils need in the early stages of mathematics, reading and writing. Leaders have a precise understanding of pupils' starting points. Pupils who are at risk of not keeping up with their peers benefit from effective support to help them catch up quickly. The school's curriculum is expertly designed to give pupils the knowledge and skills they need at the end of Year 6 so they are well prepared for secondary school.

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Curriculum and teaching Strong standard

Teachers demonstrate a detailed understanding of how pupils learn. They use this, along with their highly developed subject knowledge, to teach confidently. Leaders have developed a highly effective, consistent approach to teaching in the school. Teachers routinely check pupils' understanding, address misconceptions swiftly and help pupils to connect complex ideas together. Staff make carefully considered adaptations to lessons, such as providing individual resources or examples, to support pupils' understanding of important concepts. This helps pupils with special educational needs and/or disabilities, including those in the specially resourced provision, to overcome barriers to their learning.

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Inclusion Strong standard

Leaders have created a highly inclusive culture in the school. Their determined approach to remove barriers to pupils' academic and personal development enables all pupils to flourish. Leaders have established well-embedded systems to identify pupils' individual needs. This allows them to put precise and timely support in place. It enables pupils to be highly successful in their learning.

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Inclusion Strong standard

Regular, high-quality training means that staff skilfully adapt the curriculum for disadvantaged pupils and those with special educational needs and/or disabilities. Supportive strategies, including tailored writing and communication programmes, are used consistently well. Leaders work closely with external agencies and act swiftly to provide effective pastoral support to pupils known to children's social care and those who are temporarily experiencing challenging personal circumstances.

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Inclusion Strong standard

Leaders meticulously check pupils' progress to ensure the support they receive has the intended impact. If pupils experience ongoing barriers to their learning, attendance or behaviour, leaders skilfully modify the support provided to give pupils the tools they need to thrive. Pupil premium funding is used strategically to provide additional opportunities beyond the classroom. This ensures that pupils achieve high standards across the curriculum. Pupils feel a sustained sense of belonging through the school's highly inclusive practices.

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Leadership and governance Strong standard

Leaders and those responsible for governance have created a culture of high expectations for staff and pupils. Leaders have a comprehensive and accurate understanding of the school's strengths. They demonstrate a sharp focus on how to continue to improve the provision for pupils. Leaders communicate clearly with staff. This enables staff to act quickly and effectively to make changes that are in the best interests of pupils.

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Leadership and governance Strong standard

Leaders prioritise inclusion in the school. Their precision in identifying individual personal and academic needs means that disadvantaged pupils, those with special educational needs and/or disabilities and those who face other barriers, can quickly access the support they need. These pupils participate fully in the life of the school and flourish.

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Leadership and governance Strong standard

The trust and governing body know the school well. They fulfil their statutory duties effectively. Staff from the trust regularly visit the school to provide additional support. Those responsible for governance have established effective ways of holding leaders to account while supporting them to sustain improvement. They share leaders' determination to ensure that the most vulnerable pupils are at the forefront of any decisions that are made.

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Leadership and governance Strong standard

Staff, including those at the early stages of their career, are well supported by leaders. They value the calm approach taken by leaders during the recent period of change at the school. Staff consider leaders to be mindful of their wellbeing, approachable and eager to help them to develop. Staff view the professional learning programme as an important part of their development. Leaders ensure that training is comprehensive and well designed to give staff the skills and knowledge they need to support pupils effectively.

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Personal development and wellbeing Strong standard

Leaders have developed a carefully considered personal development programme that is available for all pupils. Leaders’ meticulous attention to addressing pupils’ barriers to learning and development enables pupils to benefit from all that the school offers.

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Personal development and wellbeing Strong standard

The school's values of kindness, engagement and respect help pupils develop into responsible and resilient individuals. Pupils benefit from frequent opportunities to learn about diversity and disability in the school’s curriculum. They participate in activities such as culture days at a local secondary school. There are regular opportunities to read a variety of carefully selected texts about the differences they might encounter in society. These actions collectively support pupils to develop a remarkable awareness of inequality and why differences should be celebrated. Pupils' comprehensive understanding of the fundamental British values prepares them very well for life beyond the school.

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Personal development and wellbeing Strong standard

The relationships and health education programme enables pupils to develop a detailed and age-appropriate understanding of healthy relationships. Pupils discuss with maturity their understanding of consent and what it means to be in a respectful relationship. Pupils know how to keep themselves safe, including near roads and water, as well as when online. Leaders prioritise the teaching of physical and mental health. This helps pupils to learn how to talk about, share and manage their emotions.

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Personal development and wellbeing Strong standard

Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, access a range of enriching experiences. Leaders closely monitor which pupils attend the many clubs and activities on offer so that all can benefit fully. Visits are closely aligned to the school's broad curriculum. They enable pupils to experience different, engaging ways of learning. Pupils across the school learn to be responsible citizens who contribute positively to their community. Pupils carry out a vast array of leadership roles with tremendous pride and integrity.

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What it's like to be a pupil at this school

Pupils thrive in this highly inclusive school. They benefit from a warm welcome each morning from caring staff. Well-established routines help pupils settle quickly into their learning. They are keen to do well and impress their teachers with how much they know and can do. Teachers know their pupils well. This ensures that pupils who face barriers to their learning are skilfully supported to help them achieve success. Consistent approaches to teaching in the school mean that pupils know what is expected of them. They rise to meet the high expectations leaders and staff have of them. Pupils benefit from the school's calm learning environment and an engaging curriculum. Consequently, pupils thoroughly enjoy their learning. They achieve well across the curriculum, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). The school's values are woven through all aspects of school life. Pupils are polite and

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What it's like to be a pupil at this school

courteous. They treat each other with kindness and demonstrate consistently positive attitudes to school. Staff are respectful in their interactions with pupils. Leaders have created a caring community in which pupils and staff feel proud to belong. During social times, pupils play harmoniously together and take turns using the equipment sensibly. Older pupils take pride in their roles as buddies to younger pupils. This contributes towards a calm environment that helps pupils to feel safe. Pupils rightly consider bullying to be rare. Staff take pupils' concerns seriously and act quickly if pupils have any worries.

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What it's like to be a pupil at this school

Pupils benefit from a range of opportunities that extend beyond the curriculum. During their time at school, pupils experience activities that develop their talents and interests in poetry, drama and dance. Pupils enjoy participating in sports and music clubs. Trips and activity days help pupils to become resilient and independent. Pupils, including those with SEND and those in the specially resourced provision, thrive in the leadership roles that they undertake.

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What it's like to be a pupil at this school

By the time pupils leave the school, they are confident learners who are well prepared for their next steps.

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Next steps

Leaders should sustain the effectiveness of their work in all areas to support pupils to maintain high levels of attendance and achievement, in order to drive a transformational impact for all pupils.

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About this inspection

This school is part of Hinchley Wood Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Ben Bartlett, and overseen by a board of trustees, chaired by Jon Ross and Andy Sellers.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the school's senior leadership team, representatives of the governing body, the CEO of the trust and the co-chairs of the board of trustees during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school joined Hinchley Wood Learning Partnership in November 2022.

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About this inspection

The headteacher has been appointed since the previous inspection.

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Lead inspector:

Stephen Cattell, His Majesty's Inspector

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Team inspectors:

Clare Haines, Ofsted Inspector Chris Toye, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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436

Above average The school includes a specially resourced provision for pupils with special educational needs and/or disabilities. This provision caters for 16 pupils with moderate learning difficulties.

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436

There is a before- and after-school club managed by the school.

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436

The school uses no alternative provision.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 57% 47% Close to average

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average

2023/24 (final) 50% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 63% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 57% 61% Close to average

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average

2023/24 (final) 63% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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