Horndean Church of England Junior School

Horndean Church of England Junior School

Address: Five Heads Road, Horndean, Waterlooville, Hampshire, PO8 9NW Unique reference number (URN): 116292

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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 Expected standard

At the end of key stage 2, pupils' outcomes in reading and writing are broadly in line with the national average. Over time, mathematics outcomes have been lower than the national average. Leaders have focused sharply on raising standards in mathematics. They have strengthened leadership oversight, analysed assessment information carefully and reviewed the curriculum to place greater emphasis on numeracy and arithmetic. These actions are securing improved pupils' progress through the mathematics curriculum.

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Achievement Expected standard

Pupils make steady progress from their starting points in subjects other than mathematics and English, including those with special educational needs and/or disabilities. They build knowledge and skills well over time in each subject. Leaders' focus on spelling, writing and grammar is reflected in pupils' positive achievement. Leaders work effectively with external professionals to identify barriers and strengthen the curriculum, resources and staff expertise. Overall, pupils are well prepared for the next stage of their education.

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Attendance and behaviour Expected standard

Attendance is a strength of the school. Attendance is above or close to national averages for all groups of pupils over time. Leaders and governors have a diligent focus on attendance. They have developed clear systems and communicate expectations well with parents and carers. When attendance concerns arise, leaders seek to understand the reasons and act quickly to address issues. They work closely with pupils, families and external agencies to provide support and improve attendance effectively. The school's approach helps pupils to attend regularly so that they benefit from all aspects of school life.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils' behaviour. They promote positive relationships across the school. Any form of discrimination is dealt with swiftly and firmly. Any rare cases of bullying are dealt with effectively. A few pupils do not meet leaders' high expectations when in classrooms or during social times. Staff generally apply the school's rules and systems. However, this is not as consistent as leaders would like. Pupils usually benefit from positive attitudes to their learning and want to do well. Leaders are continuing to strengthen consistency so that pupils' behaviour and attitudes are positive in all areas of school life.

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Curriculum and teaching Expected standard

Leaders have strengthened the quality of the curriculum and teaching. They have a clear rationale for curriculum decisions. The curriculum is carefully planned and builds pupils' knowledge and skills appropriately over time. This is evident across subjects, including English, where pupils develop their writing successfully as they move through the school. Leaders have prioritised strong foundations in reading, writing and mathematics. Improvements to phonics and reading mean that pupils typically read with increasing fluency, accuracy and confidence. A strong focus on oracy helps pupils explain their thinking and discuss texts confidently. Handwriting is taught explicitly. This is having a notably positive impact in the younger year groups. Teachers benefit from sufficient subject expertise. They use assessment effectively to check pupils' understanding and use this information to adapt learning. Staff explain new ideas

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Curriculum and teaching Expected standard

clearly. They model learning well and help pupils develop their thinking. Over time, teaching in mathematics has been less consistent. Occasionally, misconceptions have not been addressed quickly enough. Leaders have recently strengthened the mathematics curriculum and teaching. This work is improving current pupils' learning. Staff identify pupils' barriers to learning and provide appropriate adaptations, scaffolding and timely support. This helps pupils with different needs access the same ambitious curriculum as their classmates.

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Inclusion Expected standard

Provision for vulnerable pupils is a strength of the school. Leaders have established a clear culture of inclusion, underpinned by high expectations and a commitment to reducing barriers to learning and wellbeing. Leaders identify, assess and meet pupils' needs effectively. Support is specifically targeted and well-matched to each pupil. Leaders prioritise supporting high-quality teaching. Teachers use appropriate adaptations, such as adapted timetables and structured movement breaks, so pupils access the same ambitious curriculum as their peers. Leaders evaluate the impact of provision and use assessment information to refine support. Targeted interventions, including reading support, homework clubs, therapeutic provision and adapted timetables, improve pupils' engagement, confidence and access to learning.

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Inclusion Expected standard

Pupil premium funding is used effectively, recognising the overlap between disadvantage and special educational needs and/or disabilities (SEND). Service children receive well- considered support that helps them feel connected and included. Leaders work closely with external agencies to secure timely identification of need, personalised planning and effective staff development. Pupils known to social care receive coordinated support that helps remove barriers to learning. Leaders oversee alternative provision and reduced timetables carefully. They are used as short-term measures that are regularly reviewed to support successful reintegration wherever possible.

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Leadership and governance Expected standard

Leaders have a secure understanding of the school's strengths and areas for development. They have a clear rationale for curriculum and teaching decisions. Leaders have a realistic view of the school’s performance and are open about what needs to improve. They take appropriate action to address priorities and use regular monitoring to identify and remove barriers to learning.

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Leadership and governance Expected standard

Staff are deployed carefully. Additional adults are used effectively to support pupils' learning and development. Leaders consider staff workload and wellbeing carefully. Staff feel valued, supported and positive about working at the school. Leaders encourage professional development and provide opportunities for staff to improve their expertise.

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Leadership and governance Expected standard

Governors understand their roles and responsibilities. They support and challenge leaders effectively, keeping children at the heart of decision-making. They have a clear understanding of the school's priorities and work with leaders to improve outcomes for pupils. Leaders and governors work well with external partners to strengthen provision. Many parents are positive about the school. They feel that their children are known, listened to and supported and that leaders respond appropriately when concerns are raised. A small number of parents would welcome improved communication. Leaders work hard to develop a positive relationship with parents and the wider community. They promote the school's values and ambitions clearly. Communication about changes, such as behaviour expectations, continues to be refined. Overall, leaders and governors provide effective and thoughtful leadership that puts children first and supports the school's ongoing improvement.

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Personal development and wellbeing Expected standard

The school provides a broad personal development offer that extends beyond the taught curriculum. It is underpinned by the school's well-established values. Pupils understand the importance of 'Thinking with Thanksgiving, Learning with Love, Caring with Compassion'. They benefit from a range of experiences that develop their confidence, resilience and understanding of others. These include opportunities for leadership, residential visits, charitable work and engagement with the wider community. These experiences help pupils become thoughtful, respectful and responsible members of the school community.

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Personal development and wellbeing Expected standard

Leaders place a strong focus on pupils' wellbeing. A range of support is available, including pastoral support, emotional support programmes, wellbeing ambassadors and work with external partners. Pupils know that trusted adults are available to help them. Leaders act to remove barriers to participation by providing financial support and personalised arrangements. This helps pupils, including those who may face additional challenges, to access the same opportunities as their peers.

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Personal development and wellbeing Expected standard

Pupils develop an appropriate understanding of equality, diversity and inclusion. They understand why some pupils may need additional support or adaptations. Through the relationships and sex education and health education curriculum, pupils learn about relationships, personal safety, online safety and healthy choices. Some pupils find it challenging to remember key learning, including aspects of fundamental British values and how these apply to life beyond school. Leaders recognise this and are strengthening curriculum delivery. Pupils are generally well prepared for secondary school. They benefit from thoughtful transition support and opportunities to develop independence and leadership skills. Leaders continue to strengthen pupils' wider knowledge, confidence and ability to contribute positively to society.

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

Pupils enjoy coming to school. They arrive ready to learn and take part enthusiastically. They speak warmly about their lessons and remember visits and trips with excitement. Year 4 pupils eagerly anticipate their residential visit. These experiences help pupils develop confidence, resilience and independence. The school's Christian values are reflected in pupils' daily experiences. Pupils treat each other with kindness, respect and compassion. They value everyone as an individual and understand the importance of helping others. Pupils play cooperatively and include others in their games. Pupils value quiet spaces for reflection and appreciate organised activities at breaktimes, including football and netball. They enjoy taking on leadership responsibilities and representing their classmates. Older pupils feel well prepared for secondary school. Many represent the school in sport, dance and music. Pupils value the pop-up swimming pool

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

because it allows everyone to learn to swim. They understand the importance of equality and why some classmates need extra support.

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

Pupils typically achieve well by the end of key stage 2 across the curriculum. Over time, they have achieved less well in mathematics. Improvements to the mathematics curriculum are helping current pupils to achieve with greater success. Overall, pupils are prepared well for the next stage of their education.

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

Pupils feel safe. They know who to speak to if they are worried and trust adults to help them. They use worry boxes and trusted adults as helpful sources of support. They can recall learning linked to online safety and healthy lifestyles. Pupils are confident that bullying is rare and that staff deal with any incidents quickly and fairly. Behaviour is typically calm. Most pupils behave well and want everyone to learn successfully.

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Next steps

Leaders should continue to ensure that the mathematics curriculum is taught consistently to improve end of key stage 2 outcomes for all groups of pupils, including disadvantaged pupils and those with SEND. Leaders should introduce their revised approach to promote consistently positive behaviour. They should communicate their expectations and principles clearly to all stakeholders, secure consistent implementation and closely monitor the impact.

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About this inspection

The chair of the board of governors in this school is Dave Merefield.

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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

This inspection took place from 14 July and 15 July 2026.

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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 headteacher and other school leaders during the inspection. They also met with members of the governing board. They spoke to representatives of the local authority and the diocese. Inspectors also spoke with staff, parents and carers and pupils during the inspection.

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About this inspection

The inspector confirmed the following information about the school.

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Lead inspector:

Helen Longton-Howorth, His Majesty's Inspector

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Team inspectors:

Ginny Rhodes, Ofsted Inspector Louise Ling, Ofsted Inspector Rebecca Mayman, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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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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What does this mean?

This school is registered as having a Church of England religious character. It is in the Diocese of Portsmouth. Its last section 48 inspection was in November 2019.

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What does this mean?

The school currently makes use of three alternative provisions, including one that is unregistered.

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What does this mean?

Headteacher: Maria Ackland 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 6 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 needs support 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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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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average

2024/25 (final) 54% 62% Close to average

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average

2023/24 (final) 53% 61% Close to average

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average

2022/23 (final) 63% 60% Close to average

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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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average

2024/25 (final) 72% 75% Close to average

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average

2023/24 (final) 77% 74% Close to average

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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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average

2024/25 (final) 68% 72% Close to average

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average

2023/24 (final) 68% 72% Close to average

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average

2022/23 (final) 77% 71% Close to average

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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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average

2022/23 (final) 77% 73% Close to average

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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 (final) 38% 47% Close to average

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average

2022/23 (final) 50% 44% 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

2024/25 (final) 69% 63% 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

2024/25 (final) 54% 59% Close to average

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average

2022/23 (final) 65% 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 (final) 50% 61% Close to average

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average

2022/23 (final) 65% 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.

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Urgent improvement

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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