Godalming Junior School

Godalming Junior School

Address: Hallam Road, Godalming, Surrey, GU7 3HW Unique reference number (URN): 125044

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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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Attendance and behaviour Strong standard

Leaders have an astute awareness of the barriers that can hinder pupils’ attendance. They address these effectively through their work with families and the school community. The focus on making school a joyful place to be means that pupils want to attend and enjoy being part of this kind and caring community. As a result, attendance rates for all groups of pupils are high and persistent absence remains low over time. This is due to the deliberate and diligent approach taken by all stakeholders. The school’s inclusive culture supports this work. Pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known or previously known to social care are particularly well supported to attend well.

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Attendance and behaviour Strong standard

Behaviour is underpinned by a clear values-led, restorative approach. This promotes positive relationships and a calm, respectful school culture. There are consistently high expectations of behaviour across the school. Parents appreciate the nurturing environment which supports a highly effective learning ethos. Pupils know that they do not need to worry about bullying here. Rare incidents of unkind behaviour are dealt with swiftly through the school’s well embedded systems. Antibullying stars aid pupils at social times to resolve friendship issues. As a result, there is a harmonious atmosphere which permeates throughout the school. This helps all pupils to thrive. Leaders’ robust knowledge of individual pupil’s needs allows them to adapt the approach accordingly while maintaining rigorous standards.

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Inclusion Strong standard

This is a wholly inclusive school. A culture of aspiration and ambition for all pupils permeates the school. Leaders establish strategies that consistently enhance the opportunities and experiences of disadvantaged pupils, those with special educational needs and/or disabilities (SEND), those known to social care and those who may face other barriers to their learning and wellbeing.

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Inclusion Strong standard

Pupils who face barriers to their learning or wellbeing benefit from highly effective and well embedded systems. This means that individual needs are swiftly identified and addressed. Well-considered adaptations and targeted interventions help pupils with SEND to keep up with their peers. This precise support helps pupils access the curriculum successfully and make progress from their starting points.

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Inclusion Strong standard

Leaders have a detailed understanding of the needs of vulnerable pupils. Rigorous monitoring systems enable staff to evaluate the impact of support. Leaders skilfully adapt this provision as needed. Well established transition arrangements mean that tailored help can be put in place as soon as pupils start the school. This enables pupils to settle quickly and get off to a flying start.

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Inclusion Strong standard

Leaders use additional funding strategically to remove barriers to learning and increase participation in wider opportunities. They carefully evaluate the impact of this funding. Leaders work effectively with other professionals and registered alternative provision to support attendance and participation of vulnerable pupils.

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Leadership and governance Strong standard

Leaders are passionate and committed to the achievement and wellbeing of the whole school community. This is reflected in their pursuit of excellence and high ambition. They have embedded a positive and inclusive culture across the school.

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Leadership and governance Strong standard

Leaders have a robust understanding of the school’s strengths and precisely identify priorities for improvement. They take swift action to address these. They make decisions that place pupils' best interests at the centre. Their actions improve the experiences of pupils, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known or previously known to social care. This reflects their commitment to making a genuine difference to the lives of all pupils and providing the best possible educational experience.

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Leadership and governance Strong standard

Governors are highly knowledgeable about their role. They use meticulous systems to ensure they have an in-depth understanding of the school's achievement and next steps. They provide targeted support and challenge for leaders. This helps the school to continuously improve. Governors undertake training. This enables them to carry out their role and fulfil their statutory responsibilities.

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Leadership and governance Strong standard

Staff feel valued and well supported. Leaders foster high levels of collaboration and professional trust within the staff team. As a result, staff are proud to work at the school and share leaders' commitment to achieving the best outcomes for all. Their development is enhanced by the structured programme of professional learning. They access a wide range of high-quality training linked to school improvement priorities. Leaders demonstrate a clear commitment to staff wellbeing and workload management. Well-considered initiatives contribute positively to staff morale and reduce unnecessary workload.

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Leadership and governance Strong standard

Parents and carers are effusive about the school. They appreciate the relentless focus on providing the best possible education for their children and the wider enrichment opportunities on offer.

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Personal development and wellbeing Strong standard

Personal development and wellbeing is firmly embedded throughout the school and has a significant positive impact on pupils' development. Leaders have carefully crafted a highly responsive personal development programme. This reflects the needs of the school community. This is strengthened by enrichment weeks, external partnerships and meaningful pupil leadership opportunities such as being antibullying stars and nurture ninjas. These opportunities enable pupils to develop confidence and leadership skills.

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Personal development and wellbeing Strong standard

The curriculum for personal, social and health education is meticulously planned and consistently well taught across the school. Staff ensure that any barriers to learning this content are successfully addressed. As such, pupils have an in-depth understanding of healthy lifestyles, relationships and online safety. Pupils maturely reflect on individual rights

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Expected standard

and responsibilities. This enables them to have a deep-rooted sense of respect and an awareness of world issues including democracy.

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Expected standard

Pastoral support for pupils’ social, emotional and mental health is a strength of the school. Warm, caring relationships exist between adults and pupils. Staff know pupils well. This means they can anticipate when additional support may be needed. Parents praise the bespoke pastoral support offer and the impact on their children.

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Expected standard

A wide range of clubs enhance pupils' wider development. Pupils are enthusiastic about the breadth of opportunities and activities they can participate in. This includes football, cooking, dance and choir. Leaders ensure that barriers are removed so all pupils can benefit from this varied offer. Time is taken to celebrate the achievements of pupils within these activities. This helps to engage more pupils and encourages participation further.

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Expected standard

The school nurtures pupils’ character, social skills and understanding of ethical issues. This is enhanced further through theme weeks, such as Human Rights Week and Hero Week. The impact of the personal development programme can be seen in how pupils interact with each other and with the adults who help them. Pupils speak highly of their school. They report that everyone is included regardless of their differences.

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Achievement Expected standard

Pupils generally achieve well in national checks and tests. This includes those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known or previously known to social care. These pupils achieve well from their individual starting points. Typically, pupils develop a robust understanding of key content from across the curriculum. Work in pupils’ books is broadly in line with expectations, although some gaps in basic writing skills remain. Leaders have robust plans in place to address this to ensure that all pupils are consistently well-prepared for the next stage of their learning.

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Achievement Expected standard

The school's renewed focus on basic knowledge enables pupils to access the wider curriculum successfully. Some pupils, particularly those who enter the school with significant barriers to learning, have made considerable progress. Staff accurately identify where there are gaps in pupils’ knowledge and these are closing quickly.

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Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum that meets the needs of its pupils, including pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known or previously known to social care.

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Curriculum and teaching Expected standard

Teaching is generally effective across the school. It is enhanced by the calm learning environment, embedded routines and positive relationships. Teachers demonstrate secure subject knowledge and most explain new content clearly. Lessons routinely revisit foundational knowledge, helping pupils build on prior learning. Some limited variability in teaching approaches means not all pupils secure knowledge as deeply as they could. Leaders recognise this and have robust plans in place to address this in order to embed highly effective teaching and learning across the school.

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Curriculum and teaching Expected standard

Staff ensure that appropriate adaptations are in place to support pupils to access the curriculum. This means disadvantaged pupils, including those with SEND can participate successfully in lessons alongside their peers. This includes the effective use of additional adults to support pupils. There is a firm focus on developing pupils' confidence and independence as well as helping them to gain the skills and knowledge they need for their next steps.

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

Pupils at Godalming Junior School are joyful, eager and polite. Due to the school's unwavering expectations, pupils are respectful towards each other and to staff. They are dedicated to their learning and demonstrate pride in their academic endeavours. Pupils feel safe and care for each other. They behave well and attend school regularly. On the rare occasion that unkind behaviour happens, staff deal with this promptly. This means that pupils do not worry about bullying. Teachers and staff build warm, trusting relationships with pupils, parents and carers. This helps pupils to feel valued and part of the school community. Pupils know staff listen to their thoughts, ideas and opinions. There are regular and meaningful opportunities for pupils to share their views and shape the school.

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

Frequent opportunities to revisit learning enable pupils to remember more over time. Pupils generally achieve well across the curriculum. Leaders know that their high ambitions for the delivery of the curriculum are not yet fully realised. Leaders support staff to identify any barriers to learning pupils may have. This enables staff to make appropriate adaptations so pupils can access learning alongside their peers. As such, pupils with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care make good progress from their starting points. The majority of pupils are well prepared for the next stage of their learning.

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

Pupils make the most of school life. This includes the wide range of clubs and activities provided for them. Leaders ensure that all pupils can benefit from these opportunities. Pupils demonstrate their secure knowledge of fundamental British values in their interactions with each other. They are taught to be deeply aware of their own and others’ rights. This awareness ensures the school is a place where everyone can live out the school's mission to 'love, live and learn'.

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Next steps

Leaders should continue to ensure that highly effective teaching is consistently embedded across all subjects and classes so that any gaps in pupils’ foundational knowledge are promptly identified and addressed.

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Team inspectors:

Stephen Jackson, Ofsted Inspector Sarah Hilditch, 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 7 July 2026

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About this inspection

The chair of the board of governors in this school is Dr John Warren.

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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 (HMI) 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 senior leaders during the inspection. They also met with members of the governing body and representatives of the local authority.

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About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

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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 currently makes use of one registered alternative provision.

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About this inspection

This inspection took place from 7 July 2026 to 8 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?

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) 67% 62% Close to average

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average

2022/23 (final) 67% 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) 78% 75% 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

2022/23 (final) 67% 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

2024/25 (final) 78% 74% Close to average

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average

2022/23 (final) 80% 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) 40% 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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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

2022/23 (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 (final) 70% 61% Close to average

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average

2022/23 (final) 50% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

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

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