Ely St John’s Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy being part of this lively, nurturing school, where staff welcome them warmly each day. The school provides a wide range of enrichment activities linked to the curriculum so that pupils gain valuable life experiences. This is a school with a strong sense of community.

Pupils' well-being is at the heart of everything. For example, pupils have plentiful opportunities to learn outdoors when they take part in 'nature breaks'.

Pupils' behaviour in classrooms, corridors and during social times shows respect for one another.

This is because pupils are taught to behave in line with the 'EJ' way and this starts quickly from the beginning of the early years.... Pupils are polite, well mannered and show resilience when asked to do challenging activities. Pupils love to come to school, are eager to learn and attendance overall is above the national average.

Parents and carers value the work of the school highly. Typical comments include, 'We feel confident sending our children to school, knowing they will be well looked after and happy' and 'The school is supportive, responsive and approachable.' The school has high expectations for pupils' learning, including those with special educational needs/and or disabilities (SEND).

What does the school do well and what does it need to do better?

The school has designed and put in place a curriculum that is broad and ambitious. This curriculum meets the needs of pupils well. The school has considered how to sequence learning.

In most subjects, there is a clear focus on the knowledge and skills that should be taught, with a strong emphasis on learning and developing key vocabulary. In subjects such as reading, mathematics and science, pupils progress well through the curriculum and achieve in line with national expectations. However, in a few subjects, the essential knowledge that should be taught has only recently been mapped out.

Staff are not always fully clear about the key information that pupils should know and remember. In addition, leaders do not always get into classrooms enough to gauge how well the curriculum is working.

Reading is at the heart of the curriculum.

Children are taught to read as soon as they join Reception and quickly make progress. Children experience a wide range of books in all classes and this starts quickly in Reception classes, where activities are often based around stories and continues throughout the school, where children have many opportunities to develop their reading on a daily basis.

In most subjects, staff check carefully what pupils know and can do.

However, in some subjects, staff do not check effectively what pupils have learned and remembered. As a result, some pupils develop gaps in their learning.

The school identifies the needs of pupils with SEND quickly and with precision.

Parents of pupils with SEND appreciate the communication from staff and the support their children receive. Staff are provided with accurate information regarding the special needs of children in their class. They make adaptations where required.

Children in the early years are quick to settle into school. This is helped by the school's clear process for transition. Activities such as reading and mathematics are often taught initially by the teacher and followed up with stimulating support activities.

Outdoor learning is purposeful and enjoyable.

Pupils behave well in lessons and stay focused on their learning. They show kindness and consideration to one another.

The school promotes pupils' wider development well. There is a well-planned and age-appropriate provision. The school enriches the curriculum through a well-thought-out programme that includes outdoor learning, educational trips and charity fundraising.

The school orchestra is an example of a club that performs at a high level. Pupils in the 'nature club' said they enjoyed growing potatoes, harvesting them, and then cooking them on an open fire.

The school is led with passion and determination by leaders at all levels.

Governors hold a strong and accurate understanding of the school. Staff appreciate that their workload and well-being are well considered by leaders and are overwhelmingly positive about the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the knowledge that pupils should learn has only recently been identified and communicated to staff. This means that on occasion teachers find it difficult to check that pupils know and remember what they should. The school should ensure that staff are clear about the knowledge that pupils should be taught, the order it should be delivered and how they will help pupils remember it.

• In some subjects, the school's oversight of how the curriculum is delivered and its impact on pupils' learning is not secure. As a result, there is some variability in how well pupils learn and remember key knowledge over time. The school should ensure that subject leaders are given more opportunities to have oversight of how well pupils learn in all subjects so that the school can ensure that the curriculum is being delivered consistently well.

Also at this postcode