Penistone St John’s Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The Christian ethos of this school is at the heart of it.

The value of kindness is particularly important. Pupils say that bullying does not happen in school because people are kind.

All staff share high expectations for pupils' behaviour.

This starts in early years where behaviour is exceptional. Across school, lessons are calm and orderly. Pupils are awarded beads if they enact the school's values.

These are highly valued. One pupil spoke for many when they said that achieving beads 'makes us proud'.

Personal development is exceptional.

There are extensive opportunities for pupils to develop talents and interests right from early ...years. Pupils can attend clubs such as singing, arts and crafts, baking and 'rock steady' music club. Older pupils have leadership opportunities.

For example, they can be part of one of the many 'ministries' that take a lead on areas such as sport, well-being and health and safety. Pupils learn resilience and they are ambitious for themselves.

Leaders have high expectations for all pupils.

This starts in the early years where children receive an exceptional quality of education.

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

Leaders have put in place ambitious curriculum plans. In mathematics, pupils achieve well and develop a love of the subject.

Learning is broken down into small steps. This means pupils develop a deep understanding of important mathematical facts. As a result, they are able to complete challenging work with resilience.

In early years, there is a highly ambitious curriculum. Careful planning ensures that children thrive, including those with special educational needs and/or disabilities (SEND).

Curriculum plans in other subjects are beginning to have an impact.

These carefully considered plans ensure pupils learn important subject-specific knowledge. 'Project weeks' enable pupils to make links between subjects. This is beginning to help pupils remember and apply their knowledge to new learning.

Leaders know that this work needs to continue to help pupils produce their best work.

Teachers have very strong subject knowledge. They benefit from high-quality professional development.

This includes teachers new to the profession. Staff in the early years are highly skilled. They make meaningful interactions with children, enabling each child to thrive.

A stimulating environment enables children to focus on learning for sustained periods. They are resilient to setbacks. New approaches to writing are highly impactful.

This includes pupils practising their writing through discussion. Information for parents helps families know what children are learning and how they can help at home.

All adults who deliver early reading are highly skilled.

No stone is left unturned in ensuring pupils learn to read. If pupils fall behind, precise interventions are put in place. This enables pupils to catch up quickly.

Adults use assessment effectively to check what pupils know. Adaptations are made for pupils who have SEND to help them access the same curriculum as their peers. For a small number of pupils with complex needs, alternative plans are in place.

Adults check carefully the small steps in progress these pupils make to ensure everyone achieves well.

All staff have high expectations of behaviour. In classrooms, there is no low-level disruption.

Relationships between adults and pupils are respectful and kind. In early years, pupils are taught the expected behaviours, including how to sit comfortably to write and focus. Attendance at school is above average and continues to improve.

Leaders work proactively with families to support the highest levels of attendance.

The personal development of pupils is exceptional. Pupils understand how to be respectful, responsible and active citizens.

Each pupil's uniqueness is recognised and celebrated right from Nursery. Pupils have a 'passport' of opportunities to help them to be the best version of themselves. They have a clear understanding of equality, democracy and other British values.

They understand how to stay safe online and outside of school. What is most striking is their shared commitment to enact the school's values, for example kindness and forgiveness.

Governors know the school well.

They are ambitious and have a clear vision. They undertake regular checks. The support and challenge they offer have helped the school to improve.

Recent changes have been unsettling for some staff. However, most staff feel well supported and are proud to work at 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 some subjects, the curriculum has been reviewed and is still developing. The previous curriculum has left some pupils with gaps in their knowledge and understanding. Leaders should continue with their plans to develop and embed the improved curriculum to maximise outcomes for pupils.