Ofsted has praised a Hampshire school for putting children’s wellbeing at its “centre”.
Calmore Junior School earned praise for its personal development and wellbeing support in its latest Ofsted report.
Inspectors highlighted the school’s strong emphasis on “spiritual, moral, social, and cultural development” and noted that pupils demonstrate high levels of “respect and tolerance” for others.
Cathy Ingram, headteacher at Calmore Junior School, said: “We are incredibly proud that we have been recognised by Ofsted for supporting our children’s mental health and wellbeing so well and for all of the wonderful enrichment opportunities that we provide.
“We are also very pleased that they recognised how well we support children with SEND.”
The Ofsted report described the school’s approach to pupils’ personal growth as a central strength, with a focus on the needs of the pupils and the surrounding community.
Inspectors said: “Leaders place pupils’ personal development and wellbeing at the centre of the school’s work.
“They have established a clear, coherent strategy that is consistently implemented and rooted in a deep understanding of pupils’ needs and the community they serve.
“Pupils reflect thoughtfully on their beliefs and experiences and show high levels of respect and tolerance for others.
“Pupils can speak confidently about their understanding of protected characteristics and fundamental British values.
“Leaders’ work on character, including resilience and integrity, is deeply embedded and evident in pupils’ conduct and attitudes.”
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The report also highlighted the positive culture and sense of belonging felt by pupils at Calmore Junior School.
The report said: “Pupils feel a strong sense of belonging at Calmore Junior School.
“Pupils feel like ‘part of the family’ and enjoy coming to school where they feel safe, happy and valued.”
The school was rated as meeting the expected standard in all other areas except achievement, which was rated ‘needs attention’ as some pupils do not secure essential skills by the end of key stage two.
However, the report said: “Leaders have made improvements to the curriculum and to teaching to address these shortfalls.
“For instance, leaders ensure that staff now typically identify and address any gaps in pupils’ knowledge.”
The report praised the school’s leadership for its clear and ambitious vision, high expectations, and focus on pupil wellbeing.
Leaders were also recognised for their collaborative work with other schools and the local authority to improve and strengthen school provision.
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