Peel Common Junior School in Gosport, Hampshire, underwent an inspection on October 1 and 2, 2019, and was rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, and leadership and management. This marked a significant improvement from the previous inspection, which had rated the school as requiring improvement.
Pupils at Peel Common Junior School express enjoyment in attending school and take pride in their work. They find their teachers to be supportive and kind, and they understand that high expectations are set for them. The school environment is calm and orderly, which facilitates learning. While a small number of pupils may struggle with behaviour, staff are well-equipped to manage these situations effectively. The school prioritizes the safety of its pupils, who trust the staff to address any concerns promptly. Instances of bullying are rare, and pupils feel a strong sense of responsibility to report any issues they observe.
Parents and carers have noted the positive atmosphere within the school, appreciating the efforts made to help each pupil thrive. The headteacher and senior leaders have fostered a culture of high expectations, which is supported by all staff. Since the last inspection, parents have observed significant improvements in the school’s operations.
The school places a strong emphasis on reading, viewing it as central to the educational experience. Teachers select engaging books for reading lessons, which also enrich other subjects in the curriculum. For instance, Year 5 pupils used the book Goodnight Mr Tom to learn about the experiences of evacuees during the Second World War. The curriculum is comprehensive, covering all subjects in the national curriculum, and is sequenced thoughtfully to build on prior learning.
While pupils achieve well in various subjects, including reading and mathematics, there is a noted weakness in writing. Pupils often struggle to apply their knowledge of grammar and punctuation in their writing. School leaders are aware of this issue and have begun to implement strategies to address it. Most pupils with special educational needs and disabilities receive appropriate support, although a few may not have their needs fully understood by staff.
The school excels in promoting personal development, with staff attentive to pupils' well-being and providing support when necessary. Pupils engage in a variety of healthy and active extracurricular activities, including sports and clubs. They also take on responsibilities within the school, such as serving as prefects, which fosters a sense of pride and accountability.
The safeguarding measures in place are effective, with all staff trained to recognize and report concerns. Pupils are educated on safety in various contexts, including online interactions.
To improve further, the school must focus on enhancing writing outcomes for pupils and ensuring that staff have a clear understanding of the needs of all pupils with special educational needs. The commitment to continuous improvement is evident, and the school is well-positioned to build on its successes.
