Prospectus

Chalkwell Hall Junior School is a community Junior school. We seek to achieve the very best for all our pupils through the use of technology and a rich variety of educational approaches. We have a highly skilled and caring staff, dedicated to ensuring that your children achieve their full potential.

Alongside the core subjects of Maths, English and Science, we deliver a broad and rich, enquiry based curriculum through our topics each half term. We use our strengths in creativity to enhance the learning opportunities for all students and raise standards across the curriculum.

Your child will feel welcomed, valued and appropriately challenged at all levels. In line with our school motto, “if we believe, we will achieve”, and our core values, “Enquiry, Responsibility, Co-operation, Resilience, Creativity and Respect”, all our students are expected to work and achieve a high level of success across a range of subjects. We believe in working with parents, so that together we provide the very best for our pupils in a happy, well-ordered community.

Our desire is that students leave us as mature, independent learners who are ready to take responsibility for their continued education into secondary school. To ensure that their ongoing education continues to be of the highest calibre, we are in partnership with many secondary schools, which offer excellent opportunities for our students. This prospectus introduces you to the school and what it offers to our pupils.

We warmly invite you to visit us and see for yourself.

Comments from previous Junior Governors

Our School Standards

Ofsted inspected us in March 2023 and found that the school continues to be good. 

Her Majesty’s Inspectors (HMI) commented on the following:

Pupils are very happy, kind and friendly. They understand how to be good friends and have positive relationships. They are proud of their school community. They play excitedly together at break times, in breakfast club and after school in the many activities provided.

Pupils learn and behave well because staff have high expectations of them. Pupils listen to their teachers and each other. They follow the ‘ready, respectful, safe’ rules. Lessons are purposeful. Pupils learn well. They take pride in their own achievements, and the achievements of their classmates.

Pupils appreciate that staff and leaders listen to them. Pupils appreciate that adults want them to give their views about the things they want to improve. Pupils know that, if they are worried, there are many staff they can talk to, including the school counsellor. Pupils understand the difference between bullying and falling out with their friends. They trust the adults in school to help them if bullying happens. It rarely does. Pupils feel and are safe.

Pupils learn about a range of jobs and roles that people have when they are older. They believe that they can do well, too. They know ‘if you believe, you will achieve’.

Leaders have developed a broad curriculum that supports pupils to learn and achieve well. In most subjects, leaders have planned what important knowledge must be taught and when to teach it. Teachers use these plans well, and pupils gain the knowledge they require. Teachers are well trained to teach these subjects. They present information to pupils clearly. They allow pupils to practise their learning regularly. They check whether pupils have learned key knowledge. Teachers know when pupils are secure in their learning and address pupils’ misunderstandings in lessons. As a result, pupils learn well.

Teachers teach reading well. They identify pupils who need more time to practise their reading. They give pupils the right support to catch up. Teachers ensure that the books pupils read match the sounds that pupils know. Staff use an effective range of strategies to help pupils build their confidence in their reading. Pupils read fluently.

Pupils with special educational needs and/or disabilities (SEND) learn very well. The provision for pupils with SEND is a strength of the school. Leaders identify pupils’ needs in a timely and effective way. They provide precise support. Pupils with SEND become confident learners and enjoy the same broad curriculum as their friends.

Pupils have a very wide range of opportunities to develop socially, emotionally and culturally. They hold posts of responsibility such as digital leaders, sports leaders, reading ambassadors and junior governors. Pupils learn about a range of people and cultures. This supports pupils to be responsible, respectful members of their community.

Governors, local authority officers and leaders work collaboratively to identify the strengths and determine future priorities for the school. Governors receive useful information to check on the effectiveness of leaders’ work. Staff value the consideration given to their workload.

Safeguarding is effective

The arrangements for safeguarding are effective.

Leaders undertake appropriate checks on staff before they are employed by the school. They train staff very well to understand the range of risks to pupils. Staff record any concerns quickly, including any concerns they may have about other staff. Leaders work with a range of agencies to ensure that pupils receive the help and support that they need.

Pupils learn how to keep themselves safe. They know how to stay safe when working online. They know that discussing their thoughts, worries and feelings can help them to feel safer. 

We actively seek to surpass the goals the government set us and are proud to have acquired the following awards:

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