Deepcar St John’s Church of England Junior School

About Deepcar St John’s Church of England Junior School Browse Features

Deepcar St John’s Church of England Junior School

Name Deepcar St John’s Church of England Junior School
Ofsted Inspection Rating Good
Inspection Date 13 May 2015
Address St Margaret Avenue, Deepcar, Sheffield, South Yorkshire, S36 2TE
Phone Number 01142883878
Type Primary
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 155 (53% boys 47% girls)
Number of Pupils per Teacher 24.2
Local Authority Sheffield
Percentage Free School Meals 19.4%
Percentage English is Not First Language 3.9%
Persisitent Absence 7.5%
Pupils with SEN Support 18.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

St John’s Church of England Junior School is smaller than the average-sized primary school. The majority of pupils attending the school are of White British heritage. There are currently no pupils in the school for whom English is a second language. The proportion of disabled pupils or those who have special educational needs is above average. Pupils are taught in setted groups for some of their lessons. There are an increasing number of pupils in all age groups who join the school part way through the school year. The proportion of pupils supported by the pupil premium (the additional government funding for pupils known to be eligible for free school meals or who are looked after by the local authority) is below average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school works in partnership with a local family of schools, including Stocksbridge Junior School, Royd Infant School and Stocksbridge High School. The school is working with Dore Primary and St Patrick’s School in respect of the new Milestones system for checking on pupils’ progress.

Summary of key findings for parents and pupils

This is a good school. Between Years 3 and 6, pupils make good progress. By the end of Year 6, standards in reading and writing are well above average and just above average in mathematics. Staff create imaginative learning experiences for pupils. As a result, pupils enjoy their lessons and learn well. Overall, teaching has a good impact on pupils’ achievement. Disadvantaged pupils achieve well. By the end of Year 6, there is no difference in the overall attainment of these pupils compared to other pupils in the school. Previous gaps in attainment have been closed. The curriculum provides an extensive range of opportunities to promote pupils’ spiritual, moral, social and cultural development. Pupils’ behaviour is good. They conduct themselves well in lessons, on corridors, at playtimes and during lunchtimes. Pupils say they feel very safe and well cared for by the adults in the school. The school provides a bright and welcoming environment in which pupils’ achievements are celebrated. Pupils enjoy coming to school and the vast majority of them attend well. School leaders and governors have an accurate view of how the school is performing. They have worked well together to improve the quality of teaching and to raise pupils’ achievement since the previous inspection. School leaders work effectively in partnership with other schools to share good practice and to ensure that teachers’ assessments are accurate. It is not yet an outstanding school because : Pupils do not make as much progress in mathematics as they do in reading and writing. Leaders have not provided additional training for all staff to enable them to support fully the increasing number of pupils who have special educational needs joining the school part-way through their junior education. A number of middle leaders are fairly new in post and have not fully developed their leadership skills. Teachers do not always provide opportunities for pupils to move on when they are ready to do so, thereby preventing some pupils from making more rapid progress. The targets in the school’s development plans are not all as precise as they could be, making it difficult to check whether they have been achieved.