Schools & FE · Report card

Sun Hill Junior School

Inspected 28 Apr 2026 · published 10 Jun 2026 · URN 144882

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Summary

No overall grade in this frameworkSafeguarding met

Ian Howie (lead), Rebecca Greenhalgh, Richard Blackmore

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
28 Apr 2026
Inspectors verified
Ian Howie, Rebecca Greenhalgh, Richard Blackmore
Postcode verified
SO24 9NB
Name on report verified
Sun Hill Junior School
Safeguarding verified
Met
URN verified
144882

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+84Very positivemore positive than 75% of reports of this type

In line with other reports of this type.

Praiseeffectivevery wellpositiveclearfeel safeeffectivelypositivelyconfident

Criticismconcernsnot yetgaps

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1309w+85
Leadership251w+79
Safeguarding51w−11
What needs to improve57w+56

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,668; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 1%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 40%

Full report text

Sun Hill Junior School

Address: Sun Lane, Alresford, Hampshire, SO24 9NB Unique reference number (URN): 144882

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Strong standard

Leaders have high expectations for all pupils, including those who face barriers to their learning or wellbeing. There are effective systems to identify pupils’ needs early. Staff understand these needs well. They put appropriate support in place quickly. This reduces barriers and supports pupils to engage successfully with learning.

p.2

Inclusion Strong standard

Leaders and staff ensure that pupils with special educational needs and/or disabilities (SEND), including those with an education, health and care plan, receive effective support. Staff break targets into manageable steps, helping pupils with SEND to make progress from their starting points. Where pupils need additional support, staff monitor interventions closely. Staff review support carefully. This ensures that pupils receive provision that makes a difference. Staff take an anticipatory and observant approach in lessons. They identify emerging barriers promptly and respond quickly.

p.2

Inclusion Strong standard

The school’s specially resourced provision for pupils with special educational needs and/or disabilities benefits pupils who attend. Staff are very well trained to support pupils with social, emotional and mental health needs. This means they are very well placed to meet pupils’ needs. Leaders use alternative provision carefully and only when it is in pupils’ best interests. Leaders maintain detailed oversight so that pupils’ progress and wellbeing are well understood.

p.2

Inclusion Strong standard

The pupil premium strategy is clear. It is well understood by leaders, staff and trustees. Leaders and staff use it purposefully to promote equity. They ensure that pupils who are disadvantaged access the same opportunities as their peers.

p.2

Personal development and wellbeing Strong standard

Leaders have established a well-planned programme for pupils’ personal development and wellbeing. It is embedded effectively across the curriculum and wider school life. Leaders design the personal, social and health education (PSHE) curriculum using recognised guidance. Staff teach PSHE and relationships education very well indeed. Pupils revisit key concepts and deepen their understanding as they progress through the school. Pupils speak confidently and knowledgeably about their learning and its relevance to their lives.

p.2

Personal development and wellbeing Strong standard

Pupils benefit from a wide range of meaningful leadership opportunities. This includes roles such as house captains, school council members, eco-, cyber and fundraising ambassadors. These opportunities help pupils to develop confidence, articulate their views and take responsibility. Pupils know how their actions can bring about change, such as working collaboratively to introduce recycling bins in classrooms. Pupils understand that these roles have real purpose in the school. This illustrates how pupils are learning to contribute positively to their community and to modern Britain.

p.2

Personal development and wellbeing Strong standard

As pupils move through the school, they develop a secure understanding of concepts, such as consent, respect and difference. They are clear that discriminatory or derogatory behaviour is not acceptable. They show the confidence to challenge such behaviours. Pupils show real integrity and empathy in their interactions with others. There is also effective help

p.2

Expected standard

for pupils, who may need extra wellbeing support. Helpful pastoral support is available to pupils and families.

p.3

Expected standard

Purposeful events and projects extend pupils’ understanding of the wider world. They ensure that pupils are well prepared for the next stage of education and for life beyond school. For example, through the ‘Strike a Pose’ project, pupils learn about sustainability, fast fashion and their place in a global society. This learning has a tangible impact on pupils’ attitudes. One pupil reflected, 'Everyone is unique, should be respected and should be comfortable in themselves.'

p.3

Achievement Expected standard

Leaders’ work to secure pupils’ basic skills for future learning is supporting pupils to be increasingly well prepared for the next stage of their education. Pupils develop appropriate knowledge and skills across the curriculum. This helps them to build on prior learning and tackle more complex tasks with growing confidence.

p.3

Achievement Expected standard

Pupils with special educational needs and/or disabilities make suitable progress from their starting points. The school supports pupils who face emotional barriers to learning effectively. Staff help them to engage with education and to be better prepared for life beyond school.

p.3

Achievement Expected standard

Pupils’ outcomes are broadly close to national averages, including for disadvantaged pupils. Leaders’ work to improve pupils mathematical accuracy is embedding. Pupils show increasing fluency in mathematics. By the time pupils leave the junior school, they can apply their mathematical knowledge confidently. Overall, leaders and teachers ensure pupils are well prepared for the next stage of their learning.

p.3

Attendance and behaviour Expected standard

Leaders have a clear and detailed understanding of attendance across the school. It is broadly in line with national averages. Leaders analyse attendance data carefully. They identify pupils who need extra support to overcome barriers to regular attendance. They work closely with pupils and families to address these barriers. Leaders are clear with families about why attendance matters and they help to support improvement over time. These actions are having a positive impact for most pupils. A small number of pupils continue to have attendance that is not yet at the level leaders expect. Leaders continue to prioritise raising attendance for all pupils.

p.3

Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school. They are polite, kind and respectful members of the school community. They show genuine consideration for others. Pupils are clear that discrimination is not tolerated, and they feel safe in school. Incidents of bullying are rare, and staff respond quickly and effectively to any concerns that arise. There is a clear behaviour system that staff apply consistently. Where pupils need additional help to manage their behaviour, leaders work with external agencies to put carefully tailored support in place. This helps pupils to engage positively with school life.

p.3

Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects the context of the school. It prepares pupils appropriately for their next stages of learning. There is a clear focus on securing basic skills, particularly in reading, writing and mathematics. Reading is well established and supports pupils’ access to learning across the curriculum. Work to strengthen spelling is at an earlier stage, but leaders’ actions are beginning to have a positive impact.

p.4

Curriculum and teaching Expected standard

Leaders and staff share high ambition for pupils’ learning. They remain alert to the risk of pupils developing gaps in the basic knowledge and skills they need. Staff take appropriate steps to address these before pupils leave the school. This supports pupils to access the wider curriculum with increasing confidence.

p.4

Curriculum and teaching Expected standard

On the whole, teaching is effective. Leaders provide structured and supportive programmes that help teachers develop the knowledge and skills needed to teach the curriculum as intended. Teachers generally consider pupils’ starting points well. This includes those of pupils who are disadvantaged and pupils with special educational needs and/or disabilities.

p.4

Curriculum and teaching Expected standard

The curriculum is inclusive across subjects. Where pupils need extra support, staff provide it through appropriate adaptations or targeted interventions alongside classroom teaching. Staff actively engage pupils in their learning. Leaders’ work to promote positive behaviours for learning is helping pupils to become increasingly self-motivated.

p.4

Leadership and governance Expected standard

Leaders act in the best interests of pupils and have a clear understanding of the school’s context, strengths and areas for development. They identify appropriate priorities and take action to improve pupils’ experiences and outcomes. Where aspects of provision need refinement, leaders address these in a timely way. This means that pupils continue to benefit from a purposeful learning environment.

p.4

Leadership and governance Expected standard

Those responsible for governance currently operate through the board of trustees. Trustees are knowledgeable about the school. They have an accurate understanding of its effectiveness, including the impact of provision for disadvantaged pupils. They provide appropriate support and challenge. They hold leaders to account and ensure that decisions are made in pupils’ best interests. Trustees meet their statutory duties and oversee the effective use of additional funding to support disadvantaged pupils.

p.4

Leadership and governance Expected standard

A local governing body is being established to strengthen links between the school and its community further. This work is at an early stage, but leaders are developing it to enhance local oversight and engagement.

p.4

Leadership and governance Expected standard

Leaders place appropriate emphasis on staff professional learning and expertise. Coaching and training are well planned and linked clearly to school improvement priorities. Staff feel supported and valued. Leaders encourage staff to develop expertise in areas of interest. This contributes positively to morale and to the school’s capacity to improve. Leaders take account of staff workload and wellbeing when introducing changes.

p.4

Leadership and governance Expected standard

Leaders and trustees provide appropriate direction, oversight and support. Leaders ensure that the school continues to improve in the best interests of all pupils.

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