St John’s Church of England First School, Wimborne

Highlights from Latest Inspection

What is it like to attend this school?

St John's is a school where 'love, friendship and forgiveness' are at the heart of daily life. Pupils know these values well. They are proud of the responsibility leaders give them to reward each other for showing these values.

Pupils enjoy the many opportunities to play an active role in the local community. Pupil leaders act out stories in assemblies that help others to understand how these, and wider values such as courage, help them to be good learners and citizens.

The school is calm and orderly.

Pupils respect one another. They listen carefully to each other in lessons. During breaktimes, they play together harmoniously.

Pupils particularly lik...e 'sparkle time' where they can mix together across age groups. This gives them opportunities to learn from one another and model good behaviour.

Pupils consistently meet the high expectations staff have of them.

Pupils are positive about their learning. Lessons are not disrupted by low-level behaviour. Bullying is rare.

The school council has been proactive in raising awareness of what bullying is and how to report this.

Parents are overwhelmingly positive about the school. They regard the school as friendly and welcoming.

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

Leaders have identified the knowledge they want pupils to learn in the curriculum. Teachers across the trust have worked together to make sure that knowledge is well sequenced through the year groups, starting from the early years. Teachers value this collaboration.

It helps them to tailor teaching well for pupils at St John's.

Where the curriculum is stronger, for example in mathematics and science, pupils recall knowledge well. They use what they already know to help them with new learning.

For example, pupils can use subject-specific vocabulary such as predator and prey when describing the food chain in science. In mathematics, children in Reception develop a secure understanding of number which sets them up well for Year 1. Pupils' secure knowledge helps them solve problems and reason about mathematics.

In a few subjects, the curriculum tailoring is less successful. Teaching does not always make accurate use of assessment to match learning to what pupils already know. Subject leadership in these subjects is not as effective.

Leaders do not evaluate how well pupils are learning the curriculum. They do not support teachers as closely with their subject knowledge or teaching strategies. In these subjects, pupils do not learn as well as they could.

Leaders have prioritised reading. The recent introduction of a new phonics programme is having a positive impact on pupils' ability to decode words fluently. Children in the early years enjoy learning phonics.

They articulate sounds with increasing accuracy. Pupils in key stage 1 can segment words and blend sounds confidently. However, assessment does not always ensure that the phonics teaching for those pupils who struggle to keep up matches their needs precisely.

Older pupils learn a range of reading strategies using interesting texts of increasing complexity.

Leaders ensure that pupils with special educational needs and/or disabilities have their barriers to learning clearly identified. Plans to support these pupils are precise and measurable.

In most subjects, learning is adapted to enable pupils to be successful.

Pupils have a good understanding of difference. They know the reasons that some people might be treated differently.

They recognise that it is important to respect people with different beliefs or opinions. Pupils have an age-appropriate understanding of what it means to live in modern Britain.

Trust leaders and the St John's academy committee communicate effectively.

They carry out their specific roles of accountability with due diligence, keeping their focus on the quality of education pupils receive. Leaders at all levels are mindful of teachers' well-being and workload. Staff feel supported and listened to by leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make safeguarding pupils their highest priority. They know their families and pupils well.

Strong, trusting relationships with parents mean that help and support are effective. Leaders work well with a range of agencies to make sure that pupils are safe.

Staff are knowledgeable about signs of abuse.

They use the school's systems to record and report concerns in a timely manner. This enables leaders to act swiftly where necessary.

Pupils feel safe.

They learn how to stay safe in different situations, including when using the internet. They are confident that they would tell an adult if they had a worry.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is not always used effectively within the curriculum.

This means that sometimes pupils are given work that does not build well on what they already know and can do. Teaching needs to ensure that learning is more precisely matched to the needs of pupils, so they learn well. ? Subject leadership is at various stages of development.

In a few subjects, subject leadership is not clear about how each subject is being implemented.Consequently, teaching is not always ensuring that pupils learn as well as they could. Leaders need to develop subject leadership so it can support teachers to develop their subject knowledge and expertise across the curriculum.