St John’s CofE Primary School

Highlights from Latest Inspection

Outcome

St John's CofE Primary School continues to be a good school.

What is it like to attend this school?

Pupils enjoy being part of this caring and welcoming school. They realise the school's vision each day, which is to 'belong, believe, achieve'.

Pupils described school like being part of a family.

The school has established clear expectations for the behaviour of pupils, including for children in the early years. Pupils are polite and respectful towards each other and to staff.

They enjoy playtimes with their friends.

Pupils take pride in their learning and, typically, rise to the school's high expectations for their achievement. They are especially proud o...f their work in history, as they have a passion for learning about their locality.

Pupils told inspectors that they strive to do well at school and that learning will help them to be successful in the future. The school supports pupils, including those with special educational needs and/or disabilities (SEND), to achieve well across the curriculum.

Pupils benefit from a wide range of enrichment experiences such as sports activities, creative club and choir.

Pupils have ample opportunities to develop their leadership skills and to learn how to work as part of a team. They thrive through numerous roles that give them the chance to make a positive difference to school life. For example, learning councillors have a clear plan to provide pupils with the best possible learning environments.

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

Pupils, including those with SEND, benefit from an ambitious curriculum that is meaningful and interesting to them. Starting from the early years, the school has carefully considered what pupils should learn. As pupils get older, subject curriculums are suitably designed to build on pupils' previous knowledge.

Teachers typically present information clearly and select appropriate activities that help pupils to consolidate their learning. Most teachers routinely check that pupils are securing the knowledge that they require for subsequent learning. Teachers quickly identify and remedy any gaps in pupils' knowledge as they arise.

Nevertheless, from time to time, there are inconsistencies in how some staff deliver the curriculum. This means that some pupils do not develop the depth of understanding that they could.

The school has placed reading at the centre of the curriculum.

Children learn about letters and the sounds that they represent as soon as they begin in the Reception class. Pupils practise their reading using books that are carefully matched to the sounds that they already know. Staff routinely check that pupils are keeping up with the phonics programme.

If pupils struggle with reading, skilled staff provide effective support to help them to catch up quickly.

The school fosters pupils' reading for enjoyment. Staff throughout school inspire pupils to choose from a wide range of books to read.

Their love of exploring different authors after sharing a class novel with their teacher is contagious. The school buddies some pupils up to share books. This has had a positive impact on building pupils' confidence and their love of reading.

The school successfully involves parents and carers in their children's education. For instance, parents appreciate the sessions that they can attend such as a recent reading workshop. These informative opportunities support parents to help their children's learning at home.

The school ensures that staff are equipped to identify the additional needs of pupils with SEND swiftly. Staff use a range of suitable strategies to support these pupils effectively. This enables pupils with SEND to learn successfully.

From the beginning of the early years, children learn well-established routines. This helps them to settle into school life quickly. Pupils are mature and work sensibly alongside their friends.

They are motivated to learn and engage enthusiastically during lessons. Pupils talked positively about how the school's focus on 'the learning pit' has taught them to be resilient. They confidently tackle new challenges.

The 'bubble room' provides a safe place for children who benefit from well-tailored nurture support.

Pupils understand the importance of attending school each day. When attendance is at risk of becoming low, the school works in partnership with external professionals and with families.

As a result, pupils' levels of attendance show positive improvement.

The school ensures that pupils are well prepared for life in modern Britain. Pupils value diversity and they celebrate the many differences that people have.

They are tolerant of opinions that differ from their own. Pupils are clear on the importance of democracy.

Governors carry out a range of activities to assure themselves that the school's systems are working well.

This has helped them to ensure that the quality of education continually improves. When making decisions, the governing body and the school consider the impact on staff's workload. Most staff are proud to be part of the St John's team.

They said that the new approach to marking means that the feedback they give to pupils is more effective.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, there are inconsistencies in how the curriculum is delivered.

As a result, some pupils' learning is not as secure as it could be. The school should support teachers to deliver the curriculum consistently well.

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 an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

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

This is the second ungraded inspection since we judged the school to be good in February 2014.