Craneswater Junior School

Craneswater Junior School

Address: St Ronan's Road, Southsea, Hampshire, PO4 0PX Unique reference number (URN): 116223

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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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Inclusion Strong standard

Leaders identify pupils' needs at the earliest opportunity. They act swiftly to secure effective support. Staff draw on assessment information, classroom observations and specialist advice to develop a detailed understanding of barriers to learning. They put in place consistently effective strategies to remove these barriers and enable pupils to succeed. Leaders review support regularly. They refine provision responsively, ensuring that pupils receive the right support at the right time. As a result, all pupils make secure progress and engage successfully in school life.

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Inclusion Strong standard

Leaders are ambitious for all pupils. They ensure that pupils can access the full curriculum and wider opportunities provided. Staff skilfully use specialist technology, sensory resources and carefully tailored teaching strategies to help all pupils, including pupils with special educational needs and/or disabilities, thrive. The recently established Butterfly Room is already proving highly effective. Here, staff provide targeted support that helps pupils develop confidence, independence and greater participation in mainstream learning.

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Inclusion Strong standard

Leaders use pupil premium funding strategically to improve attendance, engagement and readiness to learn. Disadvantaged pupils enjoy the same ambitious curriculum as their peers and take part fully in the wider life of the school.

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Inclusion Strong standard

Positive partnerships with families and external agencies help ensure that pupils receive timely support. Leaders work effectively with other professionals. They carefully check any alternative provision and ensure that it helps to secure positive outcomes for pupils.

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Personal development and wellbeing Strong standard

Leaders have developed a comprehensive and carefully sequenced programme for personal development and wellbeing. It centres on 5 key areas: Curriculum; Wider Opportunities and Enrichment; Responsibilities; Inclusion, Equality and British Values; and Mental Health and Wellbeing. Leaders have a deep understanding of their community. They use this knowledge to successfully tailor the programme closely to pupils' needs and experiences.

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Personal development and wellbeing Strong standard

Pupils develop a secure understanding about the different people, families and communities that make up modern Britain. They prove a mature understanding of democracy and individual liberty. This includes the freedom to make their own choices and why respect for others matters. Pupils confidently identify how to recognise risks, make safe choices and seek help when they need it. They speak confidently about online safety, respectful relationships and the importance of treating others with kindness and respect.

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Personal development and wellbeing Strong standard

Pupils take part in a wide range of experiences that broaden their horizons and raise their aspirations. Educational visits, residential trips, forest school, sporting opportunities, careers activities and work with community organisations help pupils build confidence, resilience and ambition. They enhance their understanding of the wider world. Visitors and role models help pupils challenge stereotypes. They gain a rich understanding of modern Britain.

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Expected standard

Pupils embrace a wide range of meaningful responsibilities. These help them develop confidence, independence and a secure sense of belonging. Roles such as school council representatives, prefects, reading ambassadors and mental health ambassadors allow pupils to contribute to school life and the wider community. Some pupils have presented their work at the civic centre, influencing others and raising awareness of important community issues. Pupils understand that they can make a positive difference through service, leadership and active citizenship. Highly effective pastoral support helps pupils feel valued and included. As a result, pupils leave the school well prepared for the next stage of their education and ready to make a positive contribution to society.

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Achievement Expected standard

Pupils typically achieve well from their starting points. They develop the knowledge, skills and confidence they need for the next stage of their education. They build secure knowledge across the curriculum and can recall and apply prior learning successfully. Pupils speak confidently about what they have learned and use subject-specific vocabulary accurately.

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Achievement Expected standard

Reading is a strength of the school. Pupils read fluently and with understanding. This helps them to access learning successfully across subjects. Writing outcomes are broadly in line with national averages over time. Pupils produce work that reflects secure knowledge and understanding across the curriculum.

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Achievement Expected standard

Pupils who are disadvantaged and pupils with special educational needs and/or disabilities access learning successfully and make suitable progress from their starting points. Leaders have established effective support that helps pupils overcome barriers to learning.

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Achievement Expected standard

Mathematics remains less secure. Leaders have introduced approaches to strengthen pupils' mathematical understanding and fluency. These are beginning to have a positive impact on pupils' achievement.

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Attendance and behaviour Expected standard

Leaders place a high priority on attendance. They have established effective systems to ensure that pupils attend regularly. Attendance is high. It remains above national averages, including for many groups of pupils who may face barriers to regular attendance. Leaders track attendance closely. They act swiftly when concerns emerge. Secure relationships with families help leaders understand and address the factors that may affect attendance. Pupils benefit from tailored support, timely intervention and careful monitoring. Leaders have reviewed their approaches thoughtfully, focusing on removing barriers and strengthening parental partnerships. As a result, persistent absence continues to reduce.

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Attendance and behaviour Expected standard

Pupils behave well and contribute to a calm, orderly environment where learning can take place. Relationships between pupils and staff are positive. Pupils understand what bullying is and trust adults to address any incidents effectively. They show kindness towards one another. They show an understanding of individual differences and needs. Most pupils listen attentively, work cooperatively and approach learning positively. Leaders have established effective behaviour approaches and make appropriate adaptations for pupils with additional needs. Behaviour is typically positive across the school. Leaders are continuing to embed these approaches consistently so that pupils develop even greater self-discipline, concentration and dedication to their learning.

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Curriculum and teaching Expected standard

Leaders have established a well-planned curriculum. It allows pupils to build knowledge and skills progressively across subjects. Leaders have an accurate understanding of the curriculum's strengths and have prioritised developments in key areas, including mathematics. New approaches are beginning to have a positive impact. Established strengths in reading help to support pupils to access learning successfully.

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Curriculum and teaching Expected standard

Pupils connect new learning to what they already know because leaders and teachers sequence the curriculum thoughtfully. Pupils build knowledge and skills effectively across foundation subjects. Teachers know what pupils need to learn and remember. Pupils recall learning confidently and use subject-specific vocabulary accurately. As a result, they recall prior learning to explain new concepts.

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Curriculum and teaching Expected standard

Teachers present information clearly and model new learning effectively. Secure subject knowledge enables them to explain important concepts accurately. The school's emphasis on oracy is evident in lessons. Pupils listen carefully to one another, justify their thinking and build constructively on each other's ideas.

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Curriculum and teaching Expected standard

Leaders ensure that pupils with barriers to learning or wellbeing access the same ambitious curriculum as their peers through carefully considered adaptations. While pupils generally develop the important knowledge and skills they need, leaders continue to embed consistent approaches to mathematics and handwriting so that all pupils secure these aspects of learning equally well.

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Leadership and governance Expected standard

Leaders and governors have a clear and accurate understanding of the school's strengths and areas for development. They reflect carefully on the needs of the school community. They focus improvement work on the areas that will have the greatest benefit for pupils. Leaders, including subject leaders, provide effective oversight of the curriculum. They evaluate the impact of their work thoughtfully. Leaders know where approaches are having the greatest impact. They have identified appropriate priorities, including strengthening pupils' knowledge in mathematics and handwriting and further embedding behaviour expectations.

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Leadership and governance Expected standard

Governors understand the school's context well and fulfil their statutory responsibilities effectively. They use information carefully to provide support and challenge, helping leaders to maintain a clear focus on pupils' outcomes, wellbeing and inclusion. Governors also contribute positively to the school's engagement with the wider community and its partnerships with external organisations. Staff are proud to work at the school and speak positively about the support they receive. Leaders consider workload and wellbeing when making decisions. They have established systems that help staff feel valued. Professional learning is carefully planned and aligned to school priorities. Coaching, induction and ongoing training help develop expertise across the staff team. Leaders ensure that all staff receive important training. Leaders also work effectively with external agencies and professionals. This helps to strengthen their provision

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Leadership and governance Expected standard

and ensure that their approaches remain responsive to pupils' needs. As a result, the school is well led and continues to improve in the areas that matter most for pupils.

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

Pupils take pride in being part of a school community where everyone participates, contributes and succeeds. They enjoy learning. They speak positively about lessons that challenge them to think deeply, explain their ideas and build on the views of others. Pupils develop secure knowledge across a broad range of subjects. They build the knowledge, skills and confidence they need for the next stage of their education. They value opportunities to perform, present, lead and contribute to school life. By the time they leave the school, pupils are confident and ready for the opportunities and responsibilities that lie ahead.

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

Pupils play an active role in shaping school life. Meaningful responsibilities, including serving as ambassadors, councillors and prefects help them develop confidence, leadership and a sense of responsibility. Pupils know that adults value their views and that they can make a positive contribution to their school and wider community. Pupils enjoy a wide range of opportunities that broaden their experiences, raise aspirations and help them develop important life skills.

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

Pupils describe the school as inclusive and welcoming. Pupils understand and value difference. They speak respectfully about people with different backgrounds, experiences and needs. They value the support available to them to help them manage their emotions and wellbeing and say that adults notice quickly when someone may need help. As a result, pupils develop confidence, resilience and a secure sense of belonging.

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

Pupils typically behave well and understand the importance of treating others with kindness and respect. Pupils feel safe in school and know how to keep themselves safe online and offline. They trust adults to act quickly and effectively if bullying or unkind behaviour occurs. Pupils attend regularly, enjoy being at school and thrive in a community that helps them become thoughtful, responsible and active citizens.

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Next steps

Leaders should continue to embed the consistent approaches to securing pupils’ foundational knowledge in mathematics and handwriting.

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Team inspectors:

Luisa Gould, Ofsted Inspector Carla Laney, Ofsted Inspector Mike Wood, 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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Total pupils

Leaders should embed their chosen behaviour strategies to ensure greater consistency throughout the school so pupils develop increasing self-discipline towards learning.

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About this inspection

The chair of the board of governors in this school is Colin Lihou.

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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 headteacher, deputy headteacher, assistant headteacher, special educational needs coordinator, teachers, staff, pupils and parents during the inspection. The lead inspector also spoke with representatives of the local authority, alternative provision and the governing body.

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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 alternative provision, and none that are unregistered.

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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

2023/24 (final) 57% 61% Close to average

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national average

2022/23 (final) 56% 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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average

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

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average

2022/23 (final) 71% 73% 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) 70% 72% Close to average

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average

2023/24 (final) 70% 72% Close to average

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average

2022/23 (final) 72% 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

2023/24 (final) 70% 73% Close to average

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average

2022/23 (final) 67% 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) 36% 47% Close to average

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average

2023/24 (final) 38% 46% Close to average

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average

2022/23 (final) 32% 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) 72% 63% Close to average

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national average

2023/24 (final) 68% 62% Close to average

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national average

2022/23 (final) 54% 60% 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

2023/24 (final) 62% 58% Close to average

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average

2022/23 (final) 61% 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) 49% 61% Close to average

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average

2023/24 (final) 54% 59% Close to average

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average

2022/23 (final) 46% 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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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

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

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national average

2022/23 (3 term) 12.4% 16.2% Close to average

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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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