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                                  OUR VISION

Imagine a school designed for a community of people who are enthusiastic, responsible, caring and

committed to learning. See the high level of academic achievement throughout: in displays, classrooms, activities, and events that are a way of life. Notice the presence of all age groups making connections with one another through the work that they do, the problems that they solve, and the experiences, emotions, strength and hope they share. See the use of emergent technologies to invent the future, examine the past, and make sense out of today. Walk through the multi-media theatre, stop at the drop in centre or just pass time in the library and see a rich tapestry of people interacting together. Appreciate the music, art, drama and physical movement present everywhere and used by all as a way to learn language, history, geography, science and maths, and as a way to nurture body, mind and spirit. Sense the presence of innovative professionals committed to achieving extraordinary results, raising aspirations and providing each child with the opportunities to develop into a responsible global citizen.  


This is SHOLING JUNIOR SCHOOL, an adventure for the mind and a home for the heart.


Sholing Junior School is a co-educational junior school (7 - 11 years) of 330 pupils. The standard admission number is now set at 90 (Sept 2015). It is an Urban City school and caters mainly for children who live on the eastern side of Southampton. We place personal development and emotional literacy high on our agenda and the motto of Sholing Junior School is ‘Achieving Together'.  We see ourselves as a learning community in which all stakeholders; pupils, parents and staff alike, are acknowledged to be learners and are encouraged to achieve together and strive for excellence. The school is an integral part of the local community and is exceptionally well regarded by parents.  Sholing Junior School is presently full with most year groups over-subscribed.  Until 2019, the roll will increase each year by 30 pupils to cope with an increase in demand for places and new buildings are being constructed to increase capacity.

The school is in an area of comparative disadvantage and the school deprivation indicator has increased since 2010. 60% of our children live in IDACI rank 1 & 2 'most deprived' areas (April 2016). The catchment serves an area of mostly local authority and social housing with a little private housing. It includes a wide social mix, including pupils with complex social, emotional and educational needs. A significant number of our pupils come from Type 4 category[1] (Education ACORN).  Despite the financial barriers, pupil participation in extra-curricular activities and residential trips is high.  9.1% of our pupils are categorised as living in overcrowded households.  Our pupils come from the wards of Sholing, Peartree, Bitterne and Harefield with the many coming from the Merry Oak Estate. Only 13% of households for these wards are termed ‘high social class households'. The area of Sholing is a stable community with many of our pupils' parents and grandparents having attended the school. Although the majority of children are from the immediate locality, increasing numbers apply and come from beyond the catchment area. Only 10% of adults within the wards indicated above have undertaken higher education. We have relatively high levels of SEN.  The majority of pupils are white with only 14.2% from minority ethnic backgrounds.   Children that transfer to us from other schools often arrive with very low self-esteem due to their previous unhappy experiences.  When they leave us, the vast majority have self-belief and are positive about themselves and the future.   


[1] The people in this category have modest lifestyles, but are able to get by.  NA = national figure





  • Ensure that all children have the opportunity to fulfil their potential.


  • Provide a stable, caring, safe and secure working environment for all.


  • Help children acquire a love of learning by offering them appropriate, challenging and thought provoking activities.


  • Teach and encourage children to respond with appropriate behaviour in all situations.


  • Encourage children to relate to one another and to adults in a positive way being empathetic towards others differences.


  • Offer all children equal opportunities across a broad and balanced curriculum.


  • Help children to become responsible, caring members of our school and outside community.


  • Work in partnership with parents to raise standards


  • Daring to dream about what we could and should do with our lives.



Our Learning Behaviours

Resilience: We take responsibility for our own learning, showing perseverance and working hard to improve.


Independence: We make our own, well informed choices.


Motivation: We are engaged in our own learning and always want to move it to the next level.


Communication: We are able to communicate well, listening and responding sensitively.


Reflection: We think carefully about our behaviour and learning choices.


Co-operation: We are able to work well with others, being responsible, adaptable and respectful of others' skills.




The Department for Education (DfE) have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”


The Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated to schools during 2014.  At Sholing Junior School these values are reinforced regularly and in the following ways:



Each year the classes decide upon their class rules and all the children contribute to the drawing up of these rules.


Children have many opportunities for their voices to be heard. We have a School Council which meets to discuss issues raised in class council meetings. The Council has the ability to genuinely effect change within the school. Its members for each year group are voted in by their class. We also have house teams and the children in each team vote for their house captains.


Children have an annual questionnaire with which they are able to put forward their views about the school.


Some of our Year 5's have visited the Houses of Parliament to meet Royston Smith MP and our Head Boy and Head Girl were invited to attend Prime Minister's questions. The school building is regularly used for local elections. Last year it was used as a polling station for the European Elections and the children discussed some of the issues relating to the referendum in class and assembly.


We have a good relationship with Southampton City Council and councillors visit the school several time a year. 


The Rule of Law

The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced every day, as well as when dealing with behaviour and through school assemblies and worship. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police, Fire Service and City Council Members help reinforce this message.


Individual Liberty

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. 


Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE sessions. Whether it is through choice of learning challenge, of how they record or participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.


Mutual Respect

Mutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect.


Tolerance of those of Different Faiths and Beliefs

Sholing Junior School is situated in an area which has cultural diversity, therefore we place a great emphasis on promoting the importance of tolerance with the children. Assemblies are planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Although our Collective Worships are predominantly of a Christian flavour our RE, PSHE and teaching reinforce tolerance of others and explore different faiths, cultures and backgrounds.


Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths as part of their RE work.


At Sholing Junior School we will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views where appropriate. Almost all of the staff have undertaken PREVENT (The College of Policing Channel General Awareness) training.


Sholing Junior School Admissions Policy

Key Stage Two SATs 2016. 2017, 2018 (unvalidated) 


Sholing’s KS2 outcomes for 2018 are detailed below, alongside the National Average for comparison.

In order to achieve the Expected Standard for Year 6, a pupil must have a scaled score of 100 or more in Reading and a scaled score of 100 or more in Mathematics; and have been teacher assessed in Writing as ‘Working at the Expected Standard’ or ‘Working at Greater Depth within the Expected Standard’.

In order to achieve the Higher Standard for Year 6, a pupil must have a ‘High Scaled Score’ of 110 or more in Reading and Mathematics; and have been teacher assessed in Writing as ‘Working at a Greater Depth within the Expected Standard’.


Subject areas




Reading Expected standard

69 (66)

85% (71.5%)

93% (75%)

Reading progress score




Reading scaled score

102 (103)

107 (104.1)


Writing Expected standard

61 (74)

75% (76.4%)

85% (78%)

Writing progress score




GPS Expected standard

67 (72)


92% (77%)

GPS scaled score

104 (104)



R, W & M Achieving expected

51 (53)

73% (61.1%)

77% (64%)

Maths Expected standard

77 (70)

85% (74.9%)

90% (76%)

Maths progress score




Maths scaled score

104 (103)

105 (104.2)


Maths Achieving high standard


27% (22.6%)

40% (24%)

Reading high standard


27% (24.6%)

52% (28%)

Writing Working at greater depth


15% (17.7%)

15% (20%)

GPS Achieving high standard



50% (33%)

R, W & M high score

3 (5)

10% (8.7%)

13% (10%)

( ) = national average



( ) = estimated national average


School Improvement Plan 2017-18 Summary of Actions and Impact



Dear Parents


Inspection Outcome


In May 2017 Sholing Junior School was selected by Ofsted to pilot a new style of inspection whereby we received a one day Section 8 inspection which was then converted to a two day Section 5 inspection. The second inspection took place 3 weeks later. We were the first school in Hampshire to receive three inspection days as opposed to the ‘normal’ two under this new inspection trial


The categories that can be awarded are Outstanding (1), Good (2), Requires Improvement (3) or Inadequate (4). In this latest inspection, the school has been judged overall to be within the category of ‘Requires Improvement’ (3).


As a staff we were extremely disappointed at this outcome and I have no doubt that you will feel the same. We would like to assure you that we continue to be committed to providing the best education for your children and measures have been put in place to strengthen the areas within the school that Ofsted have highlighted as needing development.


We are pleased that the Ofsted inspectors praised aspects of our provision, particularly personal development, welfare and behaviour. This is an area that covers arguably the most important aspect of school life and we pride ourselves in continuing to provide a rich curriculum and a safe and happy environment in which children can thrive and flourish against a background of funding cuts and constant changes to the educational system.


The inspectors highlighted other positive strengths within the school and were satisfied that the school is making progress in ensuring quality teaching and learning for all the children in Sholing Junior School.


I would like to extend my sincere thanks to all those parents who completed the questionnaire on Parentview and those parents who talked to the Ofsted inspectors during the course of the inspection. The results were overwhelmingly positive and gave all of the staff, including myself, assurance in knowing that we continue to have your support and affirmation, and for that I really thank you. We have always been and will continue to be totally committed to doing the very best for your children in every aspect of their education.


Yours sincerely


Mr M. Parnell

Behaviour Policy

Child Protection 2018

Data Protection Policy 2018

Pupil Privacy Statement

Privacy Policy (Staff) May 2018

Acceptable use of IT Policy (staff and children)

Sports Premium Impact Statement

SEND Information Report

Staff Handbook 2018-19 (including staff conduct)

Equalities Policy and Accessibility Plan - presently under review

Supporting Children with Medical Needs

Photo & Video Consent & School Nurse Consent Form GDPR

Photo & Video Consent - Staff May 2018

Anti Bullying

Tackling Extremism and Radicalisation

Whistle Blowing Policy 'Duty to Act'

SEND Policy


Charging and Remission

  • Sholing Junior School, Middle Road,
  • Sholing, Southampton, Hampshire, SO19 8PT
  •, 02380 447448