Merrow Junior School

Merrow Junior School

Address: Sheeplands Avenue, Merrow, Guildford, Surrey, GU1 2SG Unique reference number (URN): 125009

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

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

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Most pupils achieve well across the curriculum. Leaders maintain a clear focus on the important knowledge and skills that pupils need to learn. Consequently, most pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, make secure progress through the curriculum. Outcomes in reading, writing and mathematics are in line with national averages. This means that, by the end of key stage 2, they are typically secure in the knowledge and skills needed for the next stage of their education. Leaders have taken appropriate action to further strengthen areas of the curriculum, including number fluency, spelling and writing.

p.2

Achievement Expected standard

Pupils generally remember important knowledge and apply it successfully in their work. In most subjects, they produce work that reflects the curriculum’s intended aims. Where adaptations and supporting resources are less effective, the quality of work produced is less well developed.

p.2

Achievement Expected standard

Disadvantaged pupils and those with special educational needs and/or disabilities receive effective support to address gaps in learning. As a result, differences between their achievement and that of their peers are closing over time.

p.2

Attendance and behaviour Expected standard

Leaders have established a culture where pupils are keen to attend school. Attendance is typically close to national figures, including for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders analyse attendance information carefully, identify barriers and use targeted support to improve attendance. Positive relationships with families and leaders' systems help prevent individual pupils from being frequently absent. Leaders recognise the need to continue refining their strategies to further reduce persistent absence, particularly for disadvantaged pupils.

p.2

Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school. Staff apply clear routines and expectations. This helps to create a calm and purposeful learning environment where pupils can focus on their learning. Pupils are polite and respectful. They develop positive relationships with staff and their peers and contribute positively to the school community. Pupils feel safe and know who to speak to if they have concerns. They report that bullying is rare and staff deal with any incidents appropriately. Leaders regularly review and strengthen the support available for pupils who need help to manage their behaviour. Recent staff training and the implementation of the ‘Ready to Learn’ policy have further strengthened this work. Leaders work effectively with external agencies when additional support is needed.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of education across the school. They use this knowledge to refine the curriculum, deploy staff effectively and target support where it is most needed. The curriculum is ambitious and logically sequenced. It identifies the important knowledge pupils should learn and remember over time. Consequently, most pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, are prepared well for the next stage of their education.

p.2

Curriculum and teaching Expected standard

Leaders ensure that staff have the expertise needed to deliver the curriculum effectively. Staff benefit from helpful training and support. Teachers typically present information clearly. They use questioning and assessment strategies to check pupils’ understanding. Occasionally, assessment is not used consistently well to identify and address gaps in pupils’ knowledge at the earliest opportunity.

p.3

Curriculum and teaching Expected standard

The school prioritises reading, writing and mathematics. Pupils benefit from regular opportunities to apply these skills across the curriculum to develop fluency. Early reading is taught systematically through a well-established phonics programme. Additional targeted support helps pupils develop fluency and confidence in reading. Most pupils access the curriculum successfully. Teachers generally adapt learning appropriately for pupils with SEND and others who face barriers to learning. Leaders recognise that adaptations in lessons are not consistently precise or effective to help pupils access learning and build on what they already know.

p.3

Inclusion Expected standard

Leaders are committed to ensuring that all pupils can access the opportunities and experiences the school provides. Staff identify pupils’ needs early and effectively, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those facing other barriers to learning or wellbeing. Leaders and staff know pupils and their families well. As a result, support is generally matched appropriately to pupils’ needs and helps reduce barriers to learning and wellbeing. Leaders work closely with parents and external professionals to regularly review provision.

p.3

Inclusion Expected standard

Leaders understand that effective inclusion begins with high-quality teaching. Staff have an appropriate understanding of pupils’ needs and use a range of strategies to support learning and independence. Pupils with SEND learn alongside their peers and make suitable progress from their starting points. Leaders monitor the impact of support and adapt provision when needed. They recognise the need to ensure that adaptations are implemented more consistently across the curriculum.

p.3

Inclusion Expected standard

Leaders provide appropriate training and support for staff and make effective use of external expertise when required. The graduated approach is used well to review the impact of support put in place. Leaders carefully monitor additional funding to ensure it positively impacts pupils’ progress and wider outcomes.

p.3

Leadership and governance Expected standard

Leaders have a secure understanding of the school’s strengths and areas for development. They work closely with governors and stakeholders to establish a clear strategic direction and identify appropriate priorities for improvement. Leaders use self-evaluation well to inform school development planning. Through this process, leaders identify the right priorities for improvement and take appropriate action to improve standards. They deploy staff and resources appropriately to support pupils’ learning and wellbeing. Leaders promote a culture of high expectations and professionalism. They ensure that all pupils benefit from a broad curriculum and a wide range of enrichment opportunities. Leaders work constructively with external partners, including the local authority and specialists, to strengthen provision and support improvement.

p.3

Leadership and governance Expected standard

Governors fulfil their statutory responsibilities effectively. They are very knowledgeable and understand the school’s priorities and monitor progress carefully. Governors provide appropriate support and challenge. They hold leaders to account for the quality of provision, including for the most disadvantaged pupils. Governors effectively monitor the impact of additional funding and ensure systems for quality assurance are effective. They are mindful of staff workload and wellbeing and support leaders in maintaining a positive working environment.

p.4

Leadership and governance Expected standard

Leaders provide staff with relevant professional development linked to school improvement priorities, as well as individual training and qualifications. Staff speak positively about the culture of the school. They appreciate the support and guidance they receive and value leaders’ efforts to manage workload. Parents and carers have a positive view of the school and find leaders approachable and responsive.

p.4

Personal development and wellbeing Expected standard

Leaders have designed a broad and well-sequenced programme for personal development that reflects the school's context and vision for pupils to grow and flourish. Through the curriculum and wider opportunities, pupils learn about healthy relationships, physical and mental wellbeing and how to keep themselves safe. Staff have the required knowledge and skills needed to teach the programme effectively.

p.4

Personal development and wellbeing Expected standard

Pupils develop a secure understanding of themselves and others. They learn about different faiths, cultures and beliefs and show respect for people whose backgrounds and experiences may differ from their own. Pupils understand the importance of kindness, respect and inclusion. They recognise right and wrong and apply this understanding in their daily interactions. Pupils have some understanding of fundamental British values, such as democracy and liberty. Leaders recognise that some pupils struggle to recall key learning as securely as they could. Leaders recognise that opportunities to revisit previous learning and staff's checks of pupils' understanding will support pupils in securing detailed knowledge over time.

p.4

Personal development and wellbeing Expected standard

Pupils are encouraged to contribute to school life and the wider community. They value opportunities to take on leadership responsibilities and are proud to be appointed after an applications process. They participate in a wide range of clubs, including drama, sport and music. Pupils also represent the school in a range of competitions. Leaders monitor participation carefully to help ensure that all pupils, including disadvantaged pupils, can benefit from these opportunities. Links with the local community, fundraising activities and educational visits, such as the Isle of Wight residential, broaden pupils’ experiences and deepen their understanding of the world around them.

p.4

Personal development and wellbeing Expected standard

Pastoral support is well established. Leaders identify pupils who need additional support promptly and work effectively with families and external agencies to promote pupils’ wellbeing. As a result, pupils feel supported, develop confidence and are prepared appropriately for the next stage of their education.

p.4

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

Pupils enjoy attending Merrow Junior School. They arrive keen to learn and value the opportunity to spend time with their friends. The school’s values of perseverance, respect, kindness and integrity underpin a welcoming and inclusive community where pupils feel safe and appreciated. Pupils and their families receive a warm welcome and are valued members of the school community. Parents appreciate the care and support the school provides.

p.5

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

Pupils typically attend regularly and settle quickly at the start of the day. Routines and clear expectations are in place to support positive behaviour throughout the school. Pupils behave well and are considerate towards others. They treat adults and one another with respect. Bullying is uncommon. When instances of unkind behaviour occur, staff deal with them promptly and effectively. Pupils play cooperatively together during social times.

p.5

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

Pupils study a broad curriculum that leaders continue to refine and develop. Pupils generally achieve well and are prepared for the next stage of their education. Pupils with special educational needs and/or disabilities take part in the same learning as their peers and make suitable progress through the curriculum. All pupils benefit from trusting relationships with staff, who know them well. Pupils know that trusted adults will listen if they have concerns. They learn how to keep themselves safe, including when online.

p.5

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

Pupils value the many opportunities available to contribute to school life. They keenly take on responsibilities such as school councillor, sports leader, librarian and eco-council member. A wide range of clubs helps pupils develop their interests and talents. Pupils also contribute to the local community through links with the local church and charitable fundraising. Residential visits, including a visit to France in Year 6, broaden pupils’ experiences and help prepare them well for life in modern Britain.

p.5

Next steps

Leaders should continue to strengthen and refine their strategies to reduce persistent absence, so that even more pupils benefit from regular learning. Leaders should continue to refine how assessment is used so that gaps in knowledge and skills are identified and addressed quickly. Leaders should ensure that teachers use adaptations consistently well and provide the precise resources pupils need to access learning, recall key knowledge and build securely on what they already know.

p.5

Team inspectors:

Sara Tilbey, Ofsted Inspector Alister Moses, Ofsted Inspector

p.6

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.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

p.6

About this inspection

The chair of the board of governors in this school is Martin Burford.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

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.

p.6

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.

p.6

About this inspection

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

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not use any alternative provision.

p.6

About this inspection

Executive Headteacher: Louisa Dormer The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.6

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.7

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.8

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.

p.8

average

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

p.8

average

2022/23 (final) 65% 60% Close to average

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.8

average

2024/25 (final) 74% 75% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (final) 74% 72% Close to average

p.9

average

2022/23 (final) 74% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2024/25 (final) 75% 74% Close to average

p.9

average

2023/24 (final) 71% 73% Close to average

p.9

average

2022/23 (final) 75% 73% Close to average

p.9

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2024/25 (final) 42% 47% Close to average

p.10

average

2022/23 (final) 38% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

average

2024/25 (final) 67% 63% Close to average

p.10

average

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

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.10

average

2024/25 (final) 67% 59% Close to average

p.11

average

2022/23 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

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.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.11

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

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.

p.13

national average

2024/25 (3 term) 4.6% 5.2% Close to average

p.13

national average

2023/24 (3 term) 5.3% 5.5% Close to average

p.13

national average

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

p.13

Persistent absence

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

p.13

national average

2024/25 (3 term) 12.6% 13.0% Close to average

p.14

national average

2023/24 (3 term) 13.3% 14.6% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

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.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15