St John’s Church of England Primary School

Highlights from Latest Inspection

Outcome

St John's Church of England Primary School continues to be a good school.

What is it like to attend this school?

Pupils are proud to be members of their school community and they love coming to school.

Pupils, staff and parents have developed kind, caring and supportive relationships. Throughout the school day, pupils play and learn together harmoniously. Pupils respond with maturity and commitment to the high expectations set by leaders.

Pupils particularly value the school's buddy programme. When children first start school, older pupils ('buddies') help the children to learn the school's rules and routines. The relationship the buddies develop with the children is incre...dibly special.

During the inspection, I saw them showing a genuine interest in getting to know the children. They asked them about their day and chatted with them during lunchtime. This is an example of the strong relationships embedded throughout the school.

Pupils have no concerns about bullying. They say that adults are quick to sort out the 'normal ups and downs' of school life. This is because pupils each have a trusted adult who will listen to them and support them if they have any worries.

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

Leaders, including governors, have set high expectations for what pupils can achieve. They want the very best outcomes for all their pupils. The headteacher is supported by a dedicated team of staff.

Together, they have planned an aspirational curriculum.

A challenging sequence of learning has been set out in all subjects. For example, in mathematics teachers plan learning so that each lesson builds on what pupils already know and can do.

Teachers have strong mathematical subject knowledge. They explain and show pupils different mathematical concepts clearly. They use pictures and apparatus, for example cubes, to support pupils' understanding.

Teachers ask good questions to check pupils' understanding. They give pupils extra help when they need it. Because of this, pupils develop a secure understanding in mathematics.

The school's early reading programme sets out the order in which pupils should learn phonics (letters and the sounds they represent). Teachers are currently refining the organisation of the school's reading books. This is so that the pupils can practise the letters and sounds they have learned in class in the books they read at home.

Some adults model these early reading skills well, questioning and supporting pupils' understanding carefully. Some adults are less skilled in doing this. In key stage 2, pupils develop into confident readers who love to read.

Teachers inspire pupils by introducing them to exciting books. As one pupil said, 'We read every chance we get.'

This year, leaders have reviewed some of the subjects in the school's curriculum, for example art.

Leaders have also supported teachers to develop strong subject knowledge. Teachers explain skilfully the skills and knowledge pupils need to learn. Pupils respond positively, practising their skills with concentration.

For example, in Year 2 pupils worked very hard to improve their sculpting techniques. Leaders are now embedding these higher expectations.

Leaders and teachers also plan a wide range of activities to enrich pupils' learning.

Pupils take part in a variety of music and sporting events. Leaders plan residential trips such as the 'school camp'. These opportunities help pupils to develop their confidence and resilience.

They are able to challenge themselves and take risks safely. Pupils and parents value these wide-ranging opportunities.

The school's special educational needs coordinator (SENCo) knows pupils with special educational needs and/or disabilities (SEND) very well.

She makes careful plans so that these pupils get the support they need. Leaders check that the plans are right for these pupils. They make changes when things are not working.

Leaders also make sure that all pupils are included in every aspect of school life. This includes those who are disadvantaged and those with SEND.

Pupils behave well during lessons.

They work hard, with high levels of concentration. It is clear that their learning is important to them and they try their best. Teachers have developed clear routines and expectations.

This means that no learning time is wasted.

Children settle into the early years quickly and come to school happily. This is because of the strong, nurturing relationships they form with adults and other pupils.

They soon learn the routines and their behaviour is of a high standard. Teachers plan activities that help the children to practise key skills. For example, children practise their listening skills during story time.

They join in with different parts of the story confidently and with enthusiasm. Children enjoy these activities.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that the school's work to keep children safe is thorough and robust. Governors check that this work is effective. Leaders provide all staff with detailed training.

This means that all staff understand what to do if they have a concern about a pupils' welfare. Pupils' safety remains the top priority for everyone.Leaders and teachers make sure that pupils learn how to keep themselves safe in a range of different situations.

As a result, pupils feel safe. They know how to keep themselves safe online. For example, they understand the importance of keeping their personal information safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders are in the process of making sure books closely match pupils' phonics knowledge. This is important and needs to be completed as soon as possible. Once completed, this will need to be reviewed by leaders to check that it is working.

Some adults who support pupils who struggle with their reading occasionally introduce misconceptions. Leaders need to ensure that all adults who support pupils in phonics are properly trained. .

While there are strengths in the curriculum across a range of subjects, leaders should ensure that recent work undertaken to strengthen the curriculum is embedded, for example in art. This is so that pupils' learning builds on what pupils have studied before and so that they achieve the best possible outcomes across subjects.Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged St John's Church of England Primary School to be good on 9 and 10 June 2011.