Johnson Fold Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Johnson Fold Community Primary School is a friendly and happy place in which to learn. Staff are determined for pupils to succeed. They help pupils to achieve the best that they can in many subjects.

Pupils receive exceptional care from staff, and this helps them to flourish socially. They benefit from many opportunities to explore their interests.

The school has established an ambitious curriculum for pupils.

This ambition is realised in many subjects. Pupils are excited when learning something for the first time or mastering a new skill. Pupils develop their leadership skills by acting as prefects in the school.

These roles inspire pupils to contri...bute to their school community, for example as well-being ambassadors and eco-warriors.

The school has consistently high expectations of pupils' behaviour. Pupils rise to these expectations.

They follow the school routines and conduct themselves well. If pupils struggle to manage their behaviour and emotions, they receive exceptional support from skilled adults. Pupils use the strategies that they are taught to understand their own feelings and to behave well.

The school makes sure that pupils and families know the importance of being in school regularly. Attendance is improving.

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

The school has established a broad curriculum for pupils.

The curriculum starts in the early years, where staff help children to develop knowledge in readiness for key stage 1 and beyond. In most subjects, the knowledge that pupils need is clearly identified and organised carefully so that pupils can build well on prior learning. For example, children in the early years use their developing art skills to carefully create patterns and designs.

They use art materials confidently and sustain their concentration to complete tasks. Pupils in key stage 2 build on these foundations by experimenting with tint, tone and stippling techniques to create the impression of water.

Some aspects of the curriculum are in the earlier stages of development.

In these subjects, the knowledge that pupils need is less clearly identified. This makes it more difficult for teachers to know when important content should be taught. At times, this hinders pupils from connecting new learning to the things that they already know.

The school identifies the additional needs of pupils quickly. Pupils who have special educational needs and/or disabilities (SEND) get the support that they need to access the curriculum. If pupils need adaptations to the curriculum, for example to develop their language, they receive support that is just right for them.

This is helping these pupils to quickly develop their communication skills.

The new curriculum in mathematics is having a positive impact on pupils' knowledge and understanding. In the early years, adults support children well to develop their concept of number.

Children quickly recognise different amounts and how to represent number in different ways. By the time children leave the Reception class, they are confident mathematicians. Older pupils use this knowledge to help them to solve increasingly complex mathematical problems.

However, in some subjects, including mathematics, staff do not routinely check that pupils have mastered new learning. On occasion, some pupils find it more difficult to complete the tasks that they are given.

The school has made reading a priority.

Staff are skilled in helping pupils to become fluent readers. In the early years, children quickly master new sounds. Staff introduce ambitious new language.

Children use this language in their own play and conversations. Pupils with SEND receive high-quality support to help them to become fluent readers. If pupils fall behind with their reading knowledge, expert staff help them to catch up quickly.

The school has invested in a range of literature that motivates pupils to read widely and often. Pupil librarians help to organise this literature. They act as excellent role models and inspire other pupils to read.

In reading and mathematics, pupils' achievement is much better than published outcomes suggest. This is because current pupils are benefiting from a recently revised curriculum. They remember the important knowledge that they are taught.

Pupils are ready for the next stage of their education.

The school's work to promote pupils' personal development is exceptional. Pupils maturely and sensitively discuss complicated issues.

For example, they use their impressive understanding to describe the importance of consent in healthy relationships. Pupils have a deep understanding of diversity and difference. This knowledge informs the way that pupils treat everyone around them, and they do so with kindness and respect.

Across the school, pupils have positive attitudes to their learning.

Pupils benefit from many carefully selected clubs. This includes a range of rich experiences.

For example, pupils attend a cooking club that focuses on using a range of ingredients. Others access gardening club or develop their physical skills through karate club. Some pupils take part in a chess club, which pupils themselves requested.

All pupils flourish because of this exceptional offer.

Governors support the school to take the right actions in the best interests of all pupils. The workload and well-being of staff are priorities.

The school makes sure that any improvements are made step by step to ensure that changes are sustainable. Staff are well supported and proud to work in this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not identified the important knowledge that pupils require clearly enough in some subjects. This makes it more difficult for teachers to ensure that pupils acquire and remember the important knowledge that they need. The school should ensure that, in these subjects, it has identified the important knowledge that pupils need to learn and that teachers are equipped to deliver it effectively.

• Staff do not routinely check that pupils have understood new learning as well as they could. When this happens, some pupils find it more difficult to apply this learning to the activities that are set for them. The school should ensure that staff routinely check that pupils have understood new concepts so that they can successfully apply this knowledge to their work.