St John’s Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a nurturing and welcoming place to learn. The approach of the staff and positive attitudes of the pupils reflect the Christian ethos of the school. Pupils glow with pride when they talk about what makes their school a happy place to be.

Pupils are thoughtful and kind. Excellent relationships with teachers ensure that pupils feel safe. Pupils arrive with a smile, ready to learn and enjoy their day.

The school is highly ambitious for every pupil. Pupils thrive and learn with enthusiasm as they study the well-planned curriculum. They concentrate and work hard in lessons.

Pupils love to read and enjoy many opportunities to do so. In the early years, pupil...s benefit from high expectations and well-established routines. They experience exciting days of learning and discovery.

Pupils are unfailingly polite and respectful. Their behaviour is exemplary. There is a calm and positive atmosphere in school.

Pupils are confident and independent. Pupils are proud of their many leadership roles and how they help the school to improve.

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

Teachers use the detailed and sequenced curriculum effectively so learning flows from Reception to upper key stage 2.

In lessons, pupils revisit prior learning to help them remember important knowledge. Pupils talk confidently about their learning. For example, they discuss in detail their knowledge of Ancient Greece and the Anglo-Saxons.

In some lessons, teachers' checks are not used consistently to ensure that all pupils effectively apply what they know to the task in hand. This means that some pupils do not practise skills and embed knowledge as well as they should.

There is a rigorous approach to teaching phonics.

Staff are well trained and highly skilled. Teaching and the identification of what sounds pupils know is precise. Pupils learn sounds quickly.

They are confident when they use their knowledge to read books matched to the sounds that they are learning. Interventions are delivered with expertise so that pupils can keep up.

Older pupils love to read.

They recognise that reading is a skill for life. Pupils confidently use punctuation to enhance their expression when reading. They enjoy being read to by adults and value the wide range of books available to them.

The needs of pupils with special educational needs and/or disabilities (SEND) are well met. Every child is seen as unique in this highly inclusive school. Barriers to learning are reduced or removed.

Pupils with SEND have clear support plans to ensure that their targets are known by staff. As a result, teachers and teaching assistants make thoughtful adaptations so that learning is successful.

In Reception, a carefully planned curriculum ensures that children learn well.

Children benefit from excellent relationships with adults. They quickly become confident and excited learners. There is a sharp focus on developing children's communication and language.

Each interaction with an adult has a purpose so that children learn from every activity. Effective personal, social and emotional development ensures that children in Reception are well prepared for key stage 1.

There is a strong sense of purpose around the school.

Pupils manage their behaviour well. This is because they understand what excellent behaviour is. The school works hard to improve attendance.

However, the number of pupils who are persistently absent is high. This means that these pupils miss out on learning and their progress slows down.

Personal development is rooted in the culture of the school.

Pupils learn about being safe and the importance of values like democracy. Pupils model tolerance and respect and are taught to take responsibility. Enrichment activities help pupils experience the world beyond the school.

For example, pupils take part in the Carry My Story project, where pupils learn about the experiences of a refugee. Pupils also have access to a wide range of clubs and activities. Pupils talk with confidence about different faiths and cultures but are less confident talking about the different characteristics of people living in modern, diverse Britain.

Since the last inspection, leaders and governors have ensured rapid and significant improvement in all areas of the school's offer. Staff value the support that they receive. They appreciate that their well-being and workload are well considered by leaders.

Parents are overwhelmingly positive about the school. One parent said, reflecting the views of many, 'It's wonderful to know that my child is in an environment where her growth and happiness are truly a priority.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The number of pupils who do not attend school regularly is high. These pupils are unable to fully access school life, and lose out on learning. The school must accelerate its work to improve attendance, working with families and outside agencies where necessary, so that pupils' attendance improves.

• The use of teachers' checks in lessons is not consistently effective in all subjects. As a result, teachers do not always ensure that pupils apply what they know accurately and practise skills effectively. The school needs to ensure that teachers' checks are used consistently across all subjects, and in each lesson, so that every pupil applies their skills and knowledge accurately.