|Name||St John’s C of E Academy|
|Ofsted Inspection Rating||Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||03 March 2016|
|Address||Bowens Hill Road, Coleford, Gloucestershire, GL16 8DU|
|Number of Pupils||162 (53% boys 47% girls)|
|Number of Pupils per Teacher||19.6|
|Academy Sponsor||The Diocese Of Gloucester Academies Trust|
|Percentage Free School Meals||22.8%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||18.5%|
|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 Academy converted to become an academy on 1 September 2012. When its predecessor school, St John’s Church of England Primary School, was last inspected by Ofsted, it was judged to be good overall. This is a stand-alone academy. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The school is slightly smaller than the average-sized primary school, with one class in each year group, except for Reception, where there are two classes. Children in the early years (Reception classes) attend full-time. The proportion of pupils who are supported by the pupil premium (additional funding for pupils known to be eligible for free school meals and children looked after) is average. The proportion of pupils who have special educational needs is just above average. The proportion of pupils with a statement of special educational needs or education, health and care plan is above average. Almost all pupils are White British. The school runs and manages its own breakfast and after-school club.
Summary of key findings for parents and pupils
This is an inadequate school Leaders, including governors, have not tackled the serious shortcomings in the school’s effectiveness swiftly and with urgency. They have been ineffective in driving forward improvements since becoming an academy. Leaders and governors have an over-generous view of the school’s performance and the quality of education that it provides. Leaders do not implement their planned curriculum consistently. The quality of work in pupils’ books is too variable. Leadership of the Early Years Foundation Stage is inadequate. Children do not make enough progress in all areas of learning. The quality of teaching and learning over time has been inadequate. Leaders are not improving teaching rapidly enough. Teachers are not held to account for the quality of their teaching and the impact this has on pupils’ progress. Middle leaders lack the skills to check pupils’ achievement and progress in their subjects. They are too reliant on the vice-principal for direction. Teachers do not inspire pupils to want to learn. They do not have high enough expectations of the progress pupils can make. Teachers do not consistently challenge pupils to do their best and ensure all pupils, including the most able, disadvantaged pupils and boys, make good progress. Pupils do not make good progress from their starting points in reading, writing and mathematics. Consequently, they are not well prepared for the next stage of their education. Teachers’ assessments of pupils’ progress are often inaccurate and over-generous. Leaders have not ensured teachers have the skills to check pupils’ learning effectively. Pupils do not use and apply their mathematical understanding effectively. This is slowing progress in this subject. Governors do not rigorously check the impact of recent initiatives to improve standards in English and mathematics. The school’s current capacity to secure further improvement is weak. The school has the following strengths Relationships between staff and pupils are strong. The school successfully promotes pupils’ personal development and welfare and ensures they are well looked after and kept safe. Pupils are polite, enjoy each other’s company and treat each other and all adults with respect. Pupils enjoy school. Their attendance is good.