St John’s Green Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school St John's Green Primary School continues to provide pupils with a good education which prepares them well for their secondary education. The headteacher, his leadership team and governors are ambitious for the success of their pupils.

Throughout the transition from a single site school to a dual site school, their vision for excellence has not waivered. Governors hold the headteacher and his leadership team to account effectively and commend them for their successes. Leaders have embedded a strong focus on teaching and learning within the school.

As a result, staff plan exciting, purposeful activities to engage and develop pupils' skills,... understanding and knowledge. From their differing starting points, pupils, including disadvantaged pupils, make good progress across the curriculum. Leaders and staff provide tailored support which meets the needs of pupils who have special educational needs (SEN) and/or disabilities.

Consequently, these pupils make good progress across the curriculum. Reading is a strength of the school. Pupils enjoy reading and have many opportunities to develop and extend their reading choices across the curriculum.

Pupils' behaviour and attitudes towards learning are exemplary. Pupils are attentive and eager to learn. Pupils thrive at the school and are kept safe.

Pupils learn how to keep themselves safe both online and in the outside world. The curriculum is engaging and well rounded. Pupils gain many opportunities to develop skills in a range of subject areas such as French, Makaton and music.

Staff develop pupils' spiritual, moral, social and cultural understanding exceptionally well. Pupils have a heightened understanding of the needs of others and their role as citizens in 21st-century Britain. Children in Reception receive outstanding support to develop their key skills, understanding and knowledge of the world around them.

Pupils, including disadvantaged pupils, do not consistently make the same level of progress in writing as they do in reading and mathematics. Teachers do not consistently provide guidance for writing in all areas of the curriculum to ensure that pupils make accelerated progress.

Information about this school

The school meets requirements on the publication of specified information on its website.

The school is larger than an average-sized primary school. The school is split over two sites. The majority of pupils are White British.

The proportion of pupils supported by pupil premium funding is below average. The overall proportion of pupils who receive support for their SEN and/or disabilities is below average. In 2016, the school met the government's floor standards, which are the minimum expectations of pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.

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