John Henry Newman Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The effective headteacher and executive headteacher have inspired the strong vision and determination to ensure that pupils achieve well. Senior leaders have set high expectations and developed an ambitious culture. Consequently, the quality of teaching, learning and assessment is now good.

Leaders have developed a rigorous system for tracking pupils' progress. Pupils at risk of falling behind are identified quickly and supported well to catch up, particularly in reading and mathematics. Staff plan interesting and engaging lessons.

As a result, pupils respond positively and make good progress across most subjects. Teachers ensure that pup...ils have a good understanding of calculation. Pupils' problem-solving and reasoning skills are also well developed.

Occasionally, teachers do not challenge pupils' knowledge and understanding in enough depth. Some support staff do not question pupils skilfully enough to stretch their thinking. Disadvantaged pupils achieve well because : tailored support ensures that any gaps in their learning are addressed fully.

The teaching of phonics is systematic and effective. Pupils use their knowledge to read fluently and tackle unfamiliar words accurately. Pupils' attainment remains low in writing.

Teachers do not challenge pupils sufficiently to write at length to develop their skills or use their writing widely enough in other subjects. However, attainment is improving rapidly. The early years is well led.

Children have good opportunities to flourish across a wide range of curriculum areas and are kept safe. Pupils are polite, courteous and behave well. They have positive attitudes to learning.

Pupils feel safe and secure. They have trusting relationships with staff, who are totally committed to pupils' care and well-being. Governance is effective.

Governors ensure that they have the information they need to hold leaders robustly to account for pupils' outcomes.

Information about this school

The school is larger than the average-sized primary school. The school has two forms of entry in all year groups, except Year 4 and Year 6 where there is one class in each.

The school runs a breakfast club and an after-school club on the premises. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of pupils with an education, health and care plan is also above average.

The proportion of pupils entitled to pupil premium funding is above average. The proportion of pupils from minority ethnic backgrounds and who speak English as an additional language is average. The school does not meet the government's current floor standards, which are the minimum standards for pupils' attainment and/or progress in reading, writing and mathematics by the end of Year 6.

The school meets the Department for Education's definition of a coasting school based on key stage 2 academic performance results in 2015, 2016 and 2017. The school is part of the Oxford Diocesan Schools Trust. The multi-academy trust is governed by trustees.