St John’s Church School, Spirit Federation

Highlights from Latest Inspection

What is it like to attend this school?

Pupils achieve well at this school. They are expected to work hard and try their best. Pupils know adults will help them to succeed and care about them.

They like their teachers. Pupils benefit from access to academic tutors and well-being and sports mentors. They enjoy getting rewards for their efforts.

Pupils appreciate having wider opportunities they otherwise would not have. They attend carefully planned trips to broaden their understanding beyond the local area. Pupils especially value the school's emphasis on sport.

In addition to lessons, pupils get regular access to specialist sports coaches to raise their self-esteem. Activities like golf and water s...ports are part of the curriculum for everyone. As well as many sports activities, pupils can attend a wide variety of clubs like art, engineering and gardening.

Pupils have leadership roles like 'prayer leaders', 'well-being warriors' or 'maths ambassadors'.

Pupils earn badges and postcards for demonstrating the school values and the high standards of behaviour that adults expect. Pupils understand the school rules and routines.

Pupils know if bullying happens that adults will sort it out as soon as they know about it. Pupils are encouraged to share any concerns with trusted adults. Most pupils say they do this.

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

Leaders have high aspirations for all pupils. They have designed an ambitious curriculum to meet the specific needs of their pupils. Leaders have thought carefully about the knowledge they want pupils to learn and when they want them to learn it.

They have also given the same consideration to what wider experiences and opportunities they want pupils to have. Leaders continually refine their curriculum to ensure it remains fit for purpose and ambitious. Leaders are now reviewing the newly acquired Nursery's curriculum so that it marries precisely with that of the wider school.

This work is still in the early stages of development.

Leaders share their subject expertise well with staff. Teachers ensure that pupils regularly build on prior learning to understand how new knowledge connects to what they already know.

Teachers are clear in the guidance they give to pupils.

Pupils, including in early years, achieve very well in reading, writing and mathematics. Teachers have good subject knowledge.

Leaders and teachers regularly and systematically check for any gaps in pupils' understanding. These gaps are swiftly and precisely filled.

In reading, pupils follow a well-structured phonics programme from Nursery onwards.

All pupils have books matched to their reading ability. This means they regularly practise the sounds they know and become fluent readers. Pupils read well and any gaps in their reading are quickly picked up and addressed.

Pupils of all ages access high-quality texts that are rich in vocabulary and cover a range of exciting and interesting subjects and genres. This ensures pupils become confident readers.

Leaders are creative in seeking different ways to overcome any barriers to learning that pupils may have.

This includes pupils with special educational needs and/or disabilities (SEND). Teachers know the needs of these pupils well. They also adapt activities so that pupils with SEND access the full curriculum.

As a result, pupils with SEND achieve well.

Leaders ensure that pupils experience all curriculum subjects. They supplement this with well-thought-out trips and visits.

However, sometimes, in the foundation subjects, the work set for pupils does not always match the curriculum aims. This means sometimes pupils do not have the sufficient detail or depth of understanding that leaders intend.

Pupils have a positive attitude to their learning and attend school regularly.

Teachers address any low-level disruption in class. Most pupils get along well together. Some pupils are less considerate of others at lunchtime.

However, all pupils are confident that adults sort out any issues as soon as they know about them. Pupils of any age who need help to manage their behaviour and emotions are supported well.

Pupils respect differences.

They understand equality and the British values of democracy and free speech. Pupils learn about healthy relationships and lifestyles. Leaders take a holistic and clearly thought-out approach to pupils' personal development that goes beyond the standard curriculum offer.

For example, staff also check methodically if any pupils have gaps in their social or emotional needs. They provide extra whole class or personal interventions to fill these gaps using specialist staff and mentors. Leaders' innovative approaches result in improvements in pupils' resilience and readiness to learn.

Every pupil participates in wider opportunities. Take-up of clubs is high, including for pupils with SEND.

Staff feel valued and their workload is manageable.

Teachers relish the varied professional development opportunities offered.

Governors know the school well. They are effective in carrying out their statutory duties.

Safeguarding

The arrangements for safeguarding are effective.

Pupils feel safe and are safe. They are well informed about online safety and managing risks.

They know who to talk to if they have worries. Adults, including governors, have regular safeguarding training. Staff know how to identify and report concerns.

Leaders work well together to share information about pupils. Staff check that pupils regularly attend school and monitor any changes in behaviour so they are highly attuned to concerns early. Leaders take appropriate and swift action in response to concerns.

Leaders ensure all required checks on adults in school are in place. Governors provide effective oversight of this.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the foundation subjects, work is not always sufficiently well matched to the aims of the curriculum.

This means that pupils do not always acquire the detailed knowledge leaders intend. Leaders need to support teachers to ensure the work given to pupils precisely matches the ambition of the curriculum in these subjects and with the depth intended. ? The early years curriculum is in the early stages of being updated to include the recently acquired Nursery.

Currently, there is not enough precision in how the early years curriculum builds knowledge from the start of Nursery to the end of Reception. Leaders need to outline the knowledge that needs to be taught in early years and when to teach it. This will then ensure that children are fully prepared for the wider curriculum when they move to Year 1.