Mengham Junior School

Mengham Junior School is an inclusive and welcoming school where pupils are happy, feel well cared for and benefit from strong pastoral support. Behaviour and attitudes, personal development, and leadership and management are good, and safeguarding is effective. Leaders are ambitious for all pupils, including those with SEND, and pupils have access to a wide range of clubs, leadership opportunities and residential experiences. Reading is a priority, and subjects such as PE and geography are taught effectively. However, the quality of education requires improvement. In some subjects, including reading, writing and mathematics, the curriculum is not consistently taught well enough, so pupils have gaps in their knowledge and do not achieve as well as they should. Newly planned wider curriculum subjects are not yet consistently implemented, and staff are not always clear how to identify and address pupils’ misunderstandings. The school also recognises that its new systems and training have not yet been checked consistently enough to ensure they are having the intended impact. The inspection took place in October 2024 and was the school’s first routine inspection since the COVID-19 pandemic. There have been significant changes in leadership and staffing since the previous inspection, and the new leadership team and governors have a secure understanding of what needs to improve. Staff are well supported and committed to the school’s next steps.

Strengths

• Pupils are very happy and feel part of a welcoming, inclusive community.
• Pupils are well cared for and benefit from strong pastoral support.
• Pupils with SEND are well supported and fully included in school life.
• Behaviour expectations are high and lessons are calm.
• Pupils who find behaviour expectations difficult are well supported to improve.
• Personal development is strong, with leadership opportunities, clubs and residentials.
• Pupils learn about equality, diversity, safety and positive mental health.
• Reading is a priority, with a wide range of texts and targeted interventions.
• PE and geography are taught effectively and pupils engage well.
• The new leadership team and governors understand the school’s improvement priorities.
• Staff are well supported and committed to the school’s next steps.
• Safeguarding arrangements are effective.

Areas for Improvement

• The curriculum in core subjects is not consistently taught well enough.
• Pupils have gaps in knowledge and do not achieve as well as they should in reading, writing and mathematics.
• Lesson activities do not always ensure pupils gain the intended knowledge.
• Newly planned wider curriculum subjects are not consistently implemented.
• Curriculums are not always used to systematically identify and clarify pupils’ misunderstandings.
• Staff are not always clear how to adapt future learning precisely.
• The school has not consistently checked that new systems, processes and training are having the intended impact.
• Checking processes need to be more timely and precise to ensure all pupils achieve well.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Mengham Junior School attended 94.5% of sessions (the national figure for primary schools was 94.8%). 12.6% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 3.8% of pupils at Mengham Junior School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Mengham Junior School had 21.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.2% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 18.9% of pupils at Mengham Junior School were on SEN support (nationally 15.4%) and 5.9% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Mengham Junior School received £6,914 and spent £6,837 for each of its 238 pupils. It ended the year with reserves of £133,000 (£559 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Havant · Hampshire local authority: places and applications

What is Mengham Junior School's Ofsted rating?

The latest Ofsted rating for Mengham Junior School is Requires Improvement, from an inspection in November 2024.

When was Mengham Junior School last inspected by Ofsted?

Mengham Junior School was last inspected in November 2024.

How many pupils does Mengham Junior School have?

Mengham Junior School has 238 pupils on roll.

What age range does Mengham Junior School cover?

Mengham Junior School for pupils aged 7 to 11.

What are Mengham Junior School's SATs (KS2) results?

In 2025, 51% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Mengham Junior School?

Mengham Junior School is at Palmerston Road, Hayling Island, Hampshire, PO11 9ET.