Wootey Junior SchoolOfsted report card, 22 Sept 2026

Wootey Junior School

Address: Wooteys Way, Alton, Hampshire, GU34 2JA Unique reference number (URN): 116037

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Achievement Expected standard

Most pupils achieve well across the curriculum. By the end of key stage 2, they have typically secured the key knowledge and skills and are prepared appropriately for the next stage of their education.

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Achievement Expected standard

Leaders maintain a clear focus on the important content that pupils need to learn. They have strengthened aspects of the curriculum, including reading, spelling and oracy. As a result, most pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, make secure progress. Outcomes in reading, writing and mathematics are broadly in line with national averages and compare favourably with those of similar schools.

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Achievement Expected standard

Pupils generally remember and apply key knowledge successfully. In most subjects, they produce work that reflects the curriculum's intended aims. However, expectations for pupils' transcription (handwriting and spelling) accuracy are not consistently high enough. This limits the quality of some pupils' work across the wider curriculum.

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Achievement Expected standard

Disadvantaged pupils receive effective support to address gaps in learning. Consequently, differences in attainment are narrowing.

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Attendance and behaviour Expected standard

Most pupils attend regularly and arrive at school on time. Overall attendance is broadly in line with national figures, including for disadvantaged pupils. Leaders' work with families and external agencies has contributed to reducing absence, particularly for pupils with special educational needs and/or disabilities. Leaders analyse attendance information carefully and take appropriate action to address emerging concerns. They use this analysis to provide tailored support for pupils whose attendance may be at risk of declining. Leaders communicate the importance of regular attendance and celebrate this with the school community.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school. They demonstrate positive attitudes to learning and engage purposefully with their work. Staff consistently promote the school's expectations, helping to create a calm and orderly environment. Pupils are polite and respectful towards each other and adults, which is recognised by the school's kindness ambassadors. Bullying is uncommon. Pupils form positive relationships and feel safe in school. They know who to approach if they have concerns. Pupils who need additional support to manage their behaviour receive timely and appropriate help. Where necessary, leaders work effectively with external agencies to secure additional support for pupils and their families.

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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. As a result, lessons enable pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, to build their knowledge over time.

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Curriculum and teaching Expected standard

Leaders ensure that staff receive appropriate training and support to deliver the curriculum effectively. Teachers typically present new learning clearly and use questioning and assessment to check pupils' understanding. Sometimes, assessment is not used consistently well during lessons to identify and address gaps or misconceptions.

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Curriculum and teaching Expected standard

Reading, writing and mathematics are prioritised across the school. Pupils regularly apply and strengthen these skills across the curriculum. Reading is taught effectively. Pupils who need additional support receive targeted help to develop their accuracy, fluency and confidence.

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Curriculum and teaching Expected standard

Most pupils access the curriculum successfully. Positive relationships between staff and pupils support learning well. Teachers typically make suitable adaptations for pupils with SEND and others who face barriers to learning. Consequently, most pupils successfully learn the intended curriculum alongside their peers.

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Inclusion Expected standard

Leaders are committed to ensuring that all pupils can access the opportunities and experiences the school provides. They identify pupils' needs early, including pupils 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. This helps them to understand and reduce barriers to learning and wellbeing. Support is typically well matched to pupils' needs and is reviewed regularly with parents and external professionals where appropriate.

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Inclusion Expected standard

Leaders recognise that effective inclusion begins with high-quality teaching. Staff receive suitable training to understand pupils' needs and use appropriate adaptations and strategies to support learning, participation and independence. Pupils with SEND learn alongside their peers and access the same ambitious curriculum. Leaders and staff work effectively with external agencies and make good use of specialist advice to strengthen provision. They follow the graduated approach, regularly review the impact of support and promptly adapt when needed. This helps pupils with SEND to make suitable progress from their starting points.

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Inclusion Expected standard

Leaders monitor the progress and wider experiences of disadvantaged pupils carefully. Pupil premium funding is used appropriately. Staff understand and implement the school's strategy as intended. Leaders have ensured that alternative provision is used appropriately.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and areas for development. They use self-evaluation effectively to identify appropriate priorities and shape improvement planning. Leaders work closely with governors and other stakeholders to establish a clear strategic direction and take suitable action to improve pupils' experiences and outcomes. Resources and staffing are deployed carefully to support pupils' learning and wellbeing.

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Leadership and governance Expected standard

Leaders promote a culture of high expectations and professionalism. They are committed to ensuring that pupils access a broad curriculum and a suitable range of wider opportunities. Leaders work constructively with external partners to strengthen provision and support ongoing improvement, including the local authority and local schools.

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Leadership and governance Expected standard

Governors fulfil their statutory responsibilities effectively. They have a secure understanding of the school's priorities and use a range of information to monitor the school's work. As a result, they provide appropriate support and challenge and hold leaders to account for the quality of education and outcomes for pupils, including disadvantaged pupils. Governors suitably monitor the use and impact of additional funding.

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Leadership and governance Expected standard

Leaders provide relevant professional development, mapped out through the year and linked to school priorities, and review its impact. The training provided is research-informed. Staff value the investment in their development and speak positively about the culture of the school. They appreciate the support they receive and speak positively about leaders' consideration of workload and wellbeing. Parents and carers are positive about the school and find leaders approachable.

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Personal development and wellbeing Expected standard

Leaders have established a broad and well-sequenced programme for pupils' personal development that reflects the school's context and priorities. Through the curriculum and wider opportunities, pupils learn about healthy relationships, physical and mental health, and how to keep themselves safe, including when online. Staff are suitably trained to deliver this provision effectively. As a result, pupils develop age-appropriate knowledge that helps them make informed decisions and prepare for life beyond primary school.

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Personal development and wellbeing Expected standard

Pupils learn about different faiths, cultures and beliefs. They show respect for people whose backgrounds and experiences differ from their own. They understand the importance of kindness, inclusion and treating others fairly. Pupils develop a secure understanding of themselves and others. They know the difference between right and wrong and apply this understanding in their day-to-day interactions. Pupils develop some understanding of fundamental British values and protected characteristics.

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Personal development and wellbeing Expected standard

Leaders provide a suitable range of opportunities that extend pupils' interests and experiences. Pupils value opportunities to contribute to school life through positions of responsibility and participate in a broad range of clubs, including tri-golf, football and choir. They also represent the school in local and wider events, including performances at the O2 in London. Educational visits, community links and fundraising activities, including visits to the Houses of Parliament and Winchester Science Centre, help pupils develop a broader understanding of the world around them. Leaders monitor participation appropriately and take steps to ensure that disadvantaged pupils can access these opportunities.

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Personal development and wellbeing Expected standard

Pastoral support is highly effective. Through utilising their staff expertise, leaders quickly identify pupils who need additional help. This support includes art and play therapy. They also work effectively with families and external agencies to promote pupils' wellbeing. As a result, pupils feel supported, develop confidence and resilience, and are prepared appropriately for life in modern Britain.

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

Wootey Junior school is a place where every pupil has a voice and feels like they belong. They arrive at school happily, settle quickly into routines and are eager to learn alongside friends. The school's rules, 'be safe, be kind and be respectful', shape daily life. As a result, pupils feel safe, valued and included. Pupils and their families are welcomed warmly into the school community. Parents appreciate the care and support that staff provide.

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

Pupils behave well in lessons and around the school. They are respectful towards adults and one another and cooperate well during social times. Pupils enjoy a range of activities at breaktimes, which help them to develop positive friendships. Bullying is uncommon. When concerns arise, pupils are confident that staff will listen and respond quickly. Pupils learn how to keep themselves safe, including when using technology and being online. They typically attend school regularly, and leaders continue to promote the importance of high attendance.

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

Pupils study a broad and balanced curriculum that equips them with essential knowledge and skills. Pupils enjoy learning and generally achieve well. They are prepared appropriately 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. Staff have positive relationships with pupils, which helps pupils to engage successfully in learning.

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

Pupils contribute positively to school life through roles such as kindness ambassadors, house captains and school councillors. There is a broad range of clubs that help pupils to develop their interests and talents. Visits, including trips to London and a whole-school beach trip, broaden pupils' experiences. Opportunities to raise money for charity and perform in the local community, such as singing at a local care home for older people, help pupils to develop as responsible and active citizens.

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Next steps

Leaders should continue to refine the use of assessment in some lessons so that gaps and misconceptions are addressed more quickly. Leaders should ensure that staff maintain the same high expectations for transcription (handwriting and spelling) so that pupils produce high-quality work across the curriculum. Leaders should continue to develop the school's positive work to improve pupils' attendance so that pupil absence from school continues to reduce.

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Team inspectors:

Emma Breckenridge, Ofsted Inspector Neil Pilsworth, 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 22 September 2026

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About this inspection

The chair of the board of governors in this school is Kelly Worthington-Mahmood.

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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 executive 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

This inspection took place on 22 and 23 September 2026.

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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 uses a registered alternative provision.

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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

2023/24 (final) 67% 61% Close to average

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average

2022/23 (final) 60% 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) 75% 75% Close to average

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average

2023/24 (final) 69% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

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

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average

2023/24 (final) 78% 72% Close to average

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average

2022/23 (final) 70% 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) 81% 74% Close to average

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average

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

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average

2022/23 (final) 72% 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

2022/23 (final) 47% 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

2023/24 (final) 63% 62% Close to average

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average

2022/23 (final) 53% 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) 67% 58% Close to average

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average

2022/23 (final) 60% 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

2023/24 (final) 63% 59% Close to average

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average

2022/23 (final) 67% 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) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 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

2023/24 (3 term) 16.5% 14.6% Close to average

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national average

2022/23 (3 term) 13.1% 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

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