Bishop's Waltham Junior School

Bishop's Waltham Junior School

Enjoy, Learn & Achieve Together

At Bishop’s Waltham Junior School the health, safety and well-being of every child is our top priority.


Our most recent OFSTED inspection took place in February 2017

Effectiveness of leadership and management: Good

Quality of teaching, learning and assessment: Good

Personal development, behaviour and welfare: Good

Outcomes for pupils: Good


Overall effectiveness of the school: Good

To read our most recent OFSTED report, click here.

The Ofsted team were impressed with the following:

Teaching, Learning and Assessment

  • Good teaching inspires pupils to learn well and ensures that time is used effectively
  • Teachers’ passion for their job and care for their pupils was apparent throughout this inspection.  Teaching engages pupils’ interest very well
  • Teaching makes effective use of an exciting curriculum to provide pupils with memorable learning experiences
  • Learning Support Assistants work closely alongside the class teachers.  They understand their role well and provide effective support to pupils in lessons
  • Teachers’ higher expectations of the quality of pupils’ work has led to strong improvements in pupils’ handwriting and the presentation of their work
  • Parents are confident that their children are well taught, are making good progress and receive appropriate homework for their age.

Personal development, behaviour and welfare

  • Pupils make a significant contribution to their school being a happy, calm and purposeful learning environment.  They respond quickly to adults in a polite and respectful manner.
  • The curriculum, including extra-curricular activities, as well as relationships between the staff and pupils, all contribute very well to developing pupils’ self-confidence and self-awareness
  • Pupils look after each other well and display a strong sense of responsibility
  • The school’s values help pupils to develop strong moral purpose and social skills
  • Pupils are very well behaved.  Their social and moral development is particularly strong.  Pupils care for each other and are respectful.

Leadership and Management

  • There is a strong and effective working partnership between the headteacher and the deputy headteacher.  This contributes to the unanimous view of staff who responded to the inspection questionnaire, that the school is well led and managed
  • Since the time of the last inspection, the senior leadership team been strengthened by the addition of phase leaders and a SENCO.  Together, leaders and governors set high expectations of pupils and staff and ensure that they all share in the ambition of raising standards for all pupils
  • Leaders and governors have an accurate view of the school’s strengths and weaknesses.  Their work is improving both the quality of teaching and the progress made by pupils
  • Leaders and staff have benefitted from good training, support and guidance provided by the local authority.  This led to high standards achieved in reading, writing and mathematics by the end of key stage 2 in 2016
  • The curriculum is particularly well-enhanced by what parents describe as ‘a fantastic range of clubs.’
  • Keeping pupils safe is a high priority in the school.  In their responses to the questionnaires, pupils, staff and parents agree that the school keeps pupils safe. 

Outcomes for pupils

  • Since the last inspection, standards have risen and pupils make good progress.  In 2016, the proportion of pupils that reached the expected standard in reading, writing and mathematics was above the national average.
  • Pupils are prepared well for the next stage of their education.  They develop an appropriate level of language, communication, reasoning and mathematical skills.  They also develop good personal and interpersonal skills based on the school’s values
  • A high proportion of pupils currently across the school are on track to meet age-related expectations by the end of the year
  • Funding through the pupil premium is used effectively to provide additional support in reading, writing and mathematics for disadvantaged pupils
  • Evidence seen in pupils’ books show that most pupils make good progress in spelling, punctuation, grammar and handwriting
  • Pupils have developed a love of reading.  By the end of Year 6, pupils read fluently with good levels of comprehension and confidence.

What does the school need to do to improve further?

  • Enable at least the majority of pupils with high prior attainment to leave at the end of Year 6 having gained greater depth in their learning in reading, writing and mathematics by:

– ensuring that all teachers set goals to stretch and challenge the most able pupils, including the most able disadvantaged, particularly in writing

– providing more opportunities for teachers to share and disseminate best practice and benefit from each other’s expertise.

  • Further improve the quality and impact of leadership, management and governance by ensuring that:

 – monitoring activities focus more sharply on the progress made by all groups of pupils, especially the most able, the most able disadvantaged and those who have special educational needs and/or disabilities

 – barriers to learning faced by pupils who have special educational needs and/or disabilities are identified swiftly and that teaching takes account of and overcomes these barriers

 – governors and senior leaders develop a sharper understanding of the revised published data regarding outcomes for pupils at the end of key stage 2.