We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of St John’s (CofE) Primary Academy, Clifton.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St John’s (CofE) Primary Academy, Clifton.
To see all our data you need to click the blue button at the bottom of this page to view St John’s (CofE) Primary Academy, Clifton
on our interactive map.
Pupils feel part of a family in this warm, welcoming school. Pupils are highly respectful towards adults and each other. Pupils feel safe and enjoy excellent relationships with staff.
They arrive at school in a calm manner, ready to learn and make the most of their day. Pupils are thoughtful and kind. Their attitudes reflect the ethos of the school.
The school is ambitious for all pupils' achievement. The curriculum interests and challenges pupils. They learn with enthusiasm and build their knowledge effectively over time.
Pupils are excited by their learning in many subjects and glow with pride when talking about it. Pupils are mostly focused in lessons and ...work with determination. They love to read and appreciate their many opportunities to do so.
Children get off to a strong start in the early years, where they enjoy well-considered days of learning and discovery.
There is a calm and purposeful atmosphere in school. Pupils are confident and independent.
Pupils are motivated to behave well. Their behaviour is good all around the school. Pupils talk with enthusiasm about their leadership opportunities and their contribution to the life of the school and community beyond.
Pupils are clear that they are all equal and that it is okay to be different.
What does the school do well and what does it need to do better?
Curriculum thinking is thorough and ambitious. Teachers use the curriculum effectively so that learning flows from Reception to Year 6.
Pupils revisit prior learning to help them remember important knowledge. They talk confidently about their learning and can recall important facts. In design and technology, pupils describe how they apply learning from key stage 1 about inputs and outputs when programming microbits in Year 4.
In some instances, staff do not identify and address pupils' knowledge gaps and misconceptions quickly enough. This hinders pupils from progressing through the curriculum as well as they could. In mathematics, pupils know facts well, but the activities they are presented with do not routinely encourage them to reason and problem-solve soon enough.
Reading is a strength of the school. A rigorous approach to teaching phonics ensures that pupils remember the sounds that they learn. Staff are well trained and skilled.
Almost all pupils make strong progress through the reading curriculum. Pupils confidently read books matched to the sounds that they are learning and practise writing the sounds and words that they know. Where needed, extra support is delivered well so that pupils can keep up with the phonics programme.
Older pupils read increasingly complex texts, developing fluency and expression.
The needs of pupils with special educational needs and/or disabilities (SEND) are securely identified and well met. Staff work hard to ensure that barriers to learning are reduced so that pupils with SEND achieve well.
Individual targets for pupils with SEND are known by staff. As a result, adaptations are made so that learning is successful.
Children in the early years are creative and curious learners.
Intended learning activities are considered in detail so that children make good progression through the Reception Year curriculum. Every activity has a purpose, and adult interactions are highly effective. Children in the Reception Year are, therefore, well prepared for key stage 1.
The new behaviour and relationships policy promotes good levels of behaviour. Pupils manage their behaviour well because they understand what good behaviour is. Pupils take pride in the presentation of their work.
Bullying is rare; pupils say that it never happens.
Personal development is a strength of the school. Pupils learn to be safe.
They talk with maturity about issues such as county lines and grooming. Pupils have a strong knowledge of different faiths and cultures. They can discuss the world that they live in and apply their knowledge of concepts such as individual liberty to different parts of the world.
They discuss ideas such as democracy and the rule of law with deep understanding. Pupils value access to a wide range of clubs and activities. They take responsibility and enjoy many leadership roles.
Pupils are motivated to contribute to the community beyond the school. They are exceptionally well prepared for life in modern, diverse Britain.
Trustees have a care for the school and help manage the school finances.
However, they have not established secure systems to hold leaders to account for the quality of education and have not been able to help set the strategic direction for improvement. Trustees have recently taken action to address this by working with a national leader of governance to review their practice.
Leaders in school have ensured rapid improvement following a period of significant turbulence.
At the same time, the school considers the well-being and workload of staff, who value the support that they receive. Parents and carers are overwhelmingly positive about the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Trustees do not have systems in place to help them hold leaders to account for the quality of education. As a result, they have not been able to help set the strategic direction for school improvement. Trustees should rapidly build their capacity and further develop systems so that they know what is happening in school and can challenge and support leaders effectively.
• In mathematics, the activities pupils are presented with do not routinely encourage them to use their knowledge in reasoning and problem-solving soon enough. This means that pupils do not become adept at applying what they know. The school should continue to develop ways that pupils can reason, use and apply their knowledge as soon as they are ready.
• At times, knowledge gaps and misconceptions are not identified and addressed soon enough. This means that pupils do not progress through the curriculum as well as they could. The school should continue its work to ensure that all teachers have the pedagogical knowledge needed to ensure that misconceptions are spotted and addressed effectively.
