Merton Junior School

Merton Junior School

Address: Romsey Close, Popley Way, Basingstoke, Hampshire, RG24 9HB Unique reference number (URN): 116001

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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 Expected standard

Pupils attend school regularly. Attendance rates are above national averages. Leaders’ systems around the management of attendance are robust yet thoughtful. Staff support families well to help improve attendance even further. They make suitable, reasonable adjustments for vulnerable pupils to enable them to have a settled start to the day and be ready to learn.

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Attendance and behaviour Expected standard

Leaders have established a robust approach to behaviour that staff and pupils understand well. Staff help pupils to reflect on their actions and understand any consequences. Pupils enjoy the rewards, such as ‘star of the day’, for showing appropriate behaviour. They equally understand the sanctions if they make poor choices. As a result, pupils generally behave well. Typically, they are motivated to learn. Very occasionally, staff do not notice quickly enough when some pupils become distracted or chatty. This tends to be where teaching is not as effective as it should be.

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Attendance and behaviour Expected standard

Pupils’ playground behaviour is especially positive. They play with each other harmoniously. Friendships are close and bullying is rare. Leaders do not accept bullying or derogatory language. They act swiftly on the rare occasions when this happens.

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Attendance and behaviour Expected standard

Staff pre-empt pupil behaviour well. They understand pupils’ triggers and wellbeing needs. They put the right support in place to help pupils regulate their emotions.

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Leadership and governance Expected standard

Despite the variances in teaching and pupils' outcomes that are too low, leaders are making the right decisions, at the right time and in the right order. They lead with professionalism and integrity, acting in the best interests of pupils. Leaders understand the priority areas of the school well. Leaders now support the newly formed teaching team well to effectively tackle the needed improvements. There is a clear focus on increasing teaching expertise and improving inclusive approaches. This is achieved through moderation, professional learning, coaching and instant feedback. Leaders work closely with the local authority and other schools to learn and develop better practice. Staff appreciate the professional learning on offer, tied closely to the school priorities. Leaders support teachers new to the profession well. Staff are committed to the successful improvements that leaders have made and those

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Leadership and governance Expected standard

that are still needed. They appreciate that leaders listen to them. Leaders are considerate of their wellbeing and workload. Staff morale is high.

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Leadership and governance Expected standard

Governors are committed to the school. They use their expertise to support and challenge leaders well. Governors hold leaders to account for the effectiveness of the school and the lower than national outcomes. They are knowledgeable about their statutory duties and ensure that they carry these out with rigour. They ensure they receive the information they need to ask the right questions.

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Leadership and governance Expected standard

Relationships with parents are generally positive. Leaders work closely with external professionals to get the right support for pupils.

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Personal development and wellbeing Expected standard

Leaders have designed a comprehensive personal development programme that, on the whole, prepares pupils for the world beyond school. They make sure that the personal, social and health education curriculum meets statutory requirements and helps pupils develop appropriate knowledge of important topics. This includes looking after their mental health and relationships and sex education. Older pupils can explain maturely their learning about changes to their bodies. They understand respect and consent at an age-appropriate level. For example, Year 6 boys spoke about being respectful of others' personal space. Pupils are respectful of each other and different cultures and faiths. They learn how to stay safe in a range of situations. For example, pupils know how to stay safe online, in the sun and on the road.

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Personal development and wellbeing Expected standard

There are many opportunities for pupils to take on leadership responsibilities, such as wellbeing champions, young interpreters and junior road safety officers. Pupils enjoy learning how to be responsible citizens and making a positive contribution to school life. At the time of the inspection, there was much excitement regarding the voting for head girl and head boy. This helps pupils understand democracy well. Although pupils understand the importance of the democratic process, pupils’ knowledge of other fundamental British values is less secure.

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Personal development and wellbeing Expected standard

The pastoral offer of the school is a strength. There is a range of successful support to help pupils with their emotional and mental health. Staff offer a range of strategies to reduce pupils’ barriers to positive wellbeing. Leaders ensure that pupils know how to manage and understand their feelings and build resilience.

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Achievement Needs attention

On the whole, pupils do not achieve well enough currently and over time. Published data for the end of key stage 2 shows that pupils’ attainment in reading and mathematics has been significantly below the national averages for too long. This affects how ready pupils are for the next stage in their education. Pupils’ attainment in writing is closer to the national picture. In 2025, by the end of key stage 2, disadvantaged pupils achieved better than similar pupils in the past. Their attainment was closer to disadvantaged pupils nationally.

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Achievement Needs attention

The variability in the effectiveness of teaching means that pupils make uneven progress through the curriculum. Pupils with special educational needs and/or disabilities experience the same inconsistencies in teaching as their peers. Some staff do not focus well enough on securing basic skills. They do not use starting points well enough to address gaps in learning and help pupils know and remember more. Pupils tend to remember the activities they have completed rather than developing a broad and deep knowledge that they can build on in future learning.

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Curriculum and teaching Needs attention

There are too many inconsistencies in teaching. There have been many changes in teaching personnel in the school recently. This has, in part, contributed to variability in the effectiveness of teaching across classes and year groups.

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Curriculum and teaching Needs attention

There are pockets of the school where staff deliver the curriculum well. Where this happens, teachers present new learning clearly, check pupils’ understanding and shape teaching well. Their expectations are high.

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Curriculum and teaching Needs attention

However, in some classes and year groups, staff do not prioritise securing pupils' basic knowledge and skills. This means that some pupils do not catch up quickly enough. Teachers do not use informed and precise checks to understand pupils’ gaps in learning well enough. This makes it difficult for pupils, including those with special educational needs and/or disabilities, to build knowledge securely.

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Curriculum and teaching Needs attention

The teaching of phonics for those pupils at the early stages of learning to read is not precise enough. Staff do not always teach phonics and support reading accurately. This confuses pupils. As a result, some pupils are not catching up with their reading and struggle to access the curriculum.

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Curriculum and teaching Needs attention

Leaders have ensured that there is a broad and engaging curriculum in place. This sequences the key content that pupils should learn and remember over time. Leaders, supported by the local authority, know what they need to do to improve the implementation of the curriculum. They have suitable plans in place.

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Inclusion Needs attention

The school's approach to inclusion is not yet fully developed. Leaders recognise that systems to identify needs and reduce barriers need to be more firmly embedded. Pupils with barriers to their learning, including pupils with special educational needs and/or disabilities, do not always get their academic needs met. Typically, the support and adaptations to learning tasks are not making enough difference to reducing barriers. Pupils’ personalised plans lack rigour and measurable targets. This makes it harder for teachers to adapt learning and review pupils' progress with precision.

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Inclusion Needs attention

The help that pupils receive to support their wellbeing, however, is effective. Leaders respond well to changing and emerging wellbeing needs.

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Inclusion Needs attention

Leaders understand the needs of pupils entitled to the pupil premium grant. However, teaching does not implement leaders' identified strategies from the pupil premium plan well enough.

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Inclusion Needs attention

Leaders are ambitious for pupils with additional needs but know their expectations are not fully realised yet. They work closely with parents, which does benefit pupils. Leaders support children known or previously known to social care well. Leaders work effectively with external agencies, including the virtual school and social care.

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

Pupils love attending this nurturing and friendly school. They get on with each other well. They value the friendships they make. Pupils are proud of their school. Staff build positive and trusting relationships with pupils and their families. Consequently, pupils’ attendance is high.

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

There have been many changes to teaching personnel recently. This has contributed to variability in how well pupils learn in different classes. Pupils are not taught consistently well. This includes pupils with special educational needs and/or disabilities. The school’s approach to inclusion is not embedded well enough to ensure that pupils with barriers to their learning are supported sufficiently. Consequently, they do not achieve as well as they should. Leaders have suitable plans in place and the right skills to improve these areas.

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

Pupils know the school values well. They strive to live out these values, such as being enthusiastic, respectful and motivated, through their daily actions and positive behaviour. Pupils say they show motivation in their tasks by ‘powering through challenges'. On the whole, they try hard in their lessons, eager to learn more. Generally, pupils behave well. Pupils enjoy receiving a ‘Hoot' award, which is a cuddly owl to sit on their desk during lessons for the day. They appreciate when teachers notice the extra effort they have put into their work. Pupils’ kindness shines through their manners and politeness. Bullying is rare. Leaders deal with this swiftly if it were to happen.

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

Pupils feel safe and cared for. They know that adults will listen if they are worried about something. Pupils value the welcome in ‘The Orchard’, the pastoral support room. Here, they can talk openly and seek help and guidance. Pupils enjoy the clubs on offer, such as football, baking and first aid. They enjoy the school residential, learning new skills such as rock climbing. This offer helps pupils develop their talents and interests well.

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Next steps

Leaders should make sure that staff teach the school’s curriculum effectively, focusing on important, intended learning, delivering lessons with clarity and checking to make sure that pupils know, remember and are able to do more so that pupils' outcomes improve. Leaders should ensure that personalised plans for pupils with special educational needs and/or disabilities (SEND) are precise, cover the breadth of these pupils' needs and support teachers in making suitable adaptions to reduce barriers, so that pupils with SEND make better progress. Leaders should strengthen pupils’ personal development further by ensuring that pupils develop a secure and detailed understanding of fundamental British values, including how these apply in everyday school life and the wider community.

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Team inspectors:

Paul Shaughnessy, Ofsted Inspector Anneka Fisher, His Majesty's 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 15 September 2026

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About this inspection

This inspection took place on 15 and 16 September 2026.

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About this inspection

The chair of the board of governors in this school is Penelope Horner.

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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, other senior leaders, parents, staff and pupils. The lead inspector also met with 2 members of the governing body, including the chair. They also spoke with a representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The 2 assistant headteachers took up their roles in September 2026.

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About this inspection

The school currently uses 2 alternative provisions.

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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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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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average

2024/25 (final) 70% 72% Close to average

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average

2023/24 (final) 68% 72% 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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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) 46% 47% 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) 58% 63% Close to average

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average

2022/23 (final) 49% 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

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

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average

2022/23 (final) 59% 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) 54% 61% Close to average

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average

2022/23 (final) 49% 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

2023/24 (3 term) 5.1% 5.5% Close to average

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national average

2022/23 (3 term) 5.4% 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

2024/25 (3 term) 9.6% 13.0% Close to average

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national average

2023/24 (3 term) 12.9% 14.6% Close to average

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national average

2022/23 (3 term) 14.7% 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. 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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