Bordon Junior School

What Ofsted said

From the inspection on 8 November 2022

Pupils at Bordon Junior School enjoy their active school days. A wide range of clubs, including fencing and cooking, are used to encourage pupils to try new things and to enable them to nurture and develop their talents. Within the school day, pupils can learn to play a range of musical instruments, including in the context of joining a rock band. Through their participation in these activities, pupils develop a sense of pride in being a member of the school community, and a greater confidence in themselves. Pupils in the hockey team are very proud of their recent success at an inter-school hockey competition and have reported on this in the school newspaper. Leaders and staff have high expectations of pupils. They teach pupils the behaviours, manners and courtesies that are expected of them now, but which will also serve them well in the future. Pupils are actively taught how to be a good friend and how to manage when something goes wrong in a friendship. They know when they can resolve a problem themselves and when they need an adult to help them. Parents appreciate the ways in which the school helps their children with academic work but also develops their inter-personal and leadership skills. Parents with older children feel that Bordon has really helped their children to get ready for the next stage of education.

What the school should improve

• Some aspects of the English curriculum have not been coherently planned and sequenced towards clear end points. This includes the texts that pupils will read within the curriculum. As a result, pupils are not achieving as well in English as they should. Leaders need to ensure that all aspects of the English curriculum, including the texts that pupils read across the English curriculum, are coherently planned and sequenced.
• In a small number of subjects, leaders have not thought carefully enough about what pupils will learn about how each subject works. Additionally, the important concepts that pupils should re-encounter as they move through the intended curriculum in each subject are not always clearly understood. This has an impact on how well pupils can integrate new knowledge with what they have learned before. Leaders need to review these curriculums to ensure that teaching develops pupils' understanding of these aspects of the curriculum in tandem.

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