John Harrison C of E Primary School

Highlights from Latest Inspection

What is it like to attend this school?

John Harrison Church of England Primary School is a welcoming and friendly place. The school's vision, underpinned by its Christian values, is known, understood and lived out by staff and pupils.

Pupils' behaviour in class and around school is exceptional. Pupils have high expectations of themselves and of others. They live up to, and achieve, these high standards well.

Established routines, in addition to the school's ethos, support a calm and orderly atmosphere. Pupils are taught what effective behaviour for learning looks like. They seek to demonstrate this in what they do.

Across the school, pupils take pride in their work.

Pupils enjoy learning ...new things. They are highly motivated to do well.

Pupils told inspectors that they are keen to be awarded the 'star of the week' in collective worship on Fridays.

The school provides a plentiful range of purposeful opportunities to support pupils' broader development. Leadership skills are developed through roles such as those of pupil ambassadors, school councillors and head boy and head girl.

Through these, pupils contribute effectively to the wider life of the school. For example, pupils plan and lead collective worship or support younger pupils during playtimes.

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

The school has designed and implemented an ambitious curriculum.

Careful consideration has been given to the knowledge and skills that pupils must learn as they progress through the school. This important learning has been broken down into small steps. Pupils apply what they have learned in new topics.

Over time, pupils begin to make connections with other areas of the curriculum. The curriculum meets the needs of pupils effectively, including those pupils with special educational needs and/or disabilities (SEND). Where necessary, teachers adapt tasks, for example by breaking learning down into smaller steps.

Careful consideration is given to how to improve the curriculum further. For example, the school recently took the decision to change the way in which French was taught. Pupils now benefit from regular opportunities to gain confidence in speaking and listening, reading and writing activities.

Many pupils enjoy learning a new language. They recognise the benefits of doing so.

The teaching of phonics has developed over recent years.

Most pupils quickly learn the sounds that letters represent. Teachers' strong subject knowledge enables them to address misconceptions quickly. There are strategies in place to identify and support quickly any pupils at risk of falling behind.

Pupils read books that are matched to their phonic ability. They read with increasing fluency and accuracy. Across the school, reading is given a high priority.

Texts have been identified to link to the curriculum. Pupils experience a broad range of genres and authors during their time at the school. Most pupils say that they enjoy reading.

They like being able to visit the newly refurbished school library and to borrow books.

Curriculum plans build on children's learning in Reception. Subject leaders are knowledgeable about how their subject begins in early years and builds into learning in key stage 1.

Children in early years benefit from carefully considered activities in the summer term that support their transition to the school. This helps children to settle quickly into the Reception class. Routines have been established early in the term.

Adults respond kindly and sensitively to the needs of the children. They promote discussion and develop children's ideas through play and exploration. From the beginning of the year, children enjoy listening to stories.

They join in with songs and rhymes. Resources are well maintained and attractive for children to use. Children use these to develop their early mathematical thinking.

For example, children enjoyed using cubes to make comparisons, such as 'bigger than' and 'less than'.

The school's personal, social and health education curriculum provides regular opportunities to learn about topics at an age-appropriate level. Pupils learn how to keep themselves physically and mentally healthy.

Pupils told an inspector how exercise can help to reduce stress and anxiety. In lessons, as well as collective worship, pupils learn about fundamental British values. They understand how values such as democracy apply to their own lives.

For example, pupils vote for their peers to take on leadership responsibilities.

The governing board has undergone several changes in recent years. Those with responsibility for governance are building an increased understanding of the school.

They are aware of and fulfil their statutory duties. However, they do not fully consider the information available to support their strategic decisions. They do not have as clear an oversight of the views of parents and carers as they might.

The governing board is aware of this and is benefiting from external support and training to develop this aspect of 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)

• There have been several changes to the governing board in recent years.

Some governors are developing their understanding of the role of a governing body. As a result, those with responsibility for governance do not consistently use the information available to them to check that leaders' actions have the intended impact. Those with responsibility for governance should use the information available to them to develop strategies further in order to provide support and challenge to leaders.