'Daily dedication' pays off at Wallisdean Junior School as Ofsted publishes glowing report
A junior school has received a positive Ofsted outcome
‘Daily dedication’ has paid off at a junior school which has received a glowing Ofsted report describing it as a ‘warm and inclusive’ education setting.
Wallisdean Junior School, in Fareham, was visited by Ofsted inspectors on Tuesday, March 24, with the published report highlighting its impressive approach towards attendance.
The inspection said: “Leaders’ coherent and well-established approach to attendance has created a culture in which pupils attend regularly and understand why this matters. Attendance, including for different groups of pupils, is above national figures.
“Leaders have developed a well-structured personal development programme. It supports pupils' wider learning exceptionally well. Leaders adapt content sensitively when issues arise in or beyond school. They ensure that pupils receive timely and relevant guidance, including about staying safe online.”
During the visit Ofsted found attendance and behaviour, and personal development and wellbeing are both being delivered at a strong standard, while the remaining criteria is operating at the expected standard.
Sandra Cammish, headteacher at Wallisdean Junior School, said: "We are incredibly proud of this report, which reflects the daily dedication of our entire school community. Our staff work tirelessly to ensure that every child—including our disadvantaged pupils and those with SEND—feels a secure sense of belonging and is fully included in school life.
“Seeing our excellent attendance rates and our pupils' wonderful behaviour highlighted by Ofsted is a testament to the strong partnership we share with Wallisdean families."
Staff have constructed a “broad, balanced and coherent curriculum” with end points for learning, and teachers check pupil understanding to ensure they retain the correct knowledge to succeed.
They also work hard to make sure students with special educational needs are fully involved in the classroom and there is an “inclusive culture” at the school, with early “identification of needs, including for disadvantaged pupils and those with special educational needs” in place.
The report continued: “Leaders make timely, well-informed decisions about support for pupils. They seek specialist advice when needed and work closely with external agencies. Staff receive relevant training to help them assess the needs of pupils and provide appropriate support. They make suitable adaptations that reflect pupils’ needs.”
Mrs Cammish added: “The inspectors also commended the school's leadership and governance, noting that staff feel valued, respected, and well-supported, with careful consideration given to their wellbeing and workload.
“Looking forward, the school was already working on the report's recommendations to further embed recent whole-school reading fluency training and to refine the precision of action steps for pupils with special educational needs.”
In order to continue its development, the report said the school should ensure reading fluency is embedded so pupils quickly expand their reading skills and can achieve well across the curriculum.