St John’s CofE (C) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This small school is a happy and safe place for pupils to learn and grow together. The school's values guide pupils to 'pray, play and prosper' in a way that truly helps pupils to be ready for life ahead, both personally and academically.

Pupils achieve well.

High expectations for pupils' behaviour are set, expected and modelled by governors, leaders and staff. Pupils also demand and achieve the very best of themselves.

Pupils are rightly proud of themselves and all that they achieve in school life. Parents and carers value this, too.

Older pupils help younger pupils.

Younger pupils help each other. Pupils told inspectors: 'Everyone is like ...a big happy family. Older children nurture the younger children and we all get on, no matter how big or small we are.

There is no racism or discrimination between us.' They are right. Adults deal with bullying effectively if it should happen.

Everywhere you walk, there is talk, and caring and sharing. One parent, echoing the view of many, said, 'There is an atmosphere of caring, wonder and gratitude in all the classes.'

Pupils see the 'golden ticket' for clubs as a gift they have been given.

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

Leaders have thought carefully about what they want all pupils to know and in what order, right from the start of Nursery. In many subjects, pupils build up what they know and remember over time. They talk about past and current learning clearly.

For example, in physical education, pupils talk about learning how to hold a hockey stick correctly, how to control and pass a ball, and techniques for attacking, defending and scoring before they put these together to play a game of hockey. Younger children move from riding a tricycle to riding a balance bicycle to pedalling without stabilisers.

Governors and school leaders have clear systems to identify pupils who have additional needs.

They use their in-depth knowledge of the context of mixed-age classes and pupils with special educational needs and/or disabilities (SEND) to make sensible and relevant curriculum choices. Leaders use the information they gain from their checks to make appropriate changes, such as reviewing and revising the structure and sequence of English units of work.

Teachers' use of resources do not always support the intended learning well.

Where this is the case, it hinders pupils, including those with SEND, from showing what they know and can do to reach their full potential. In lessons where this is not the case, pupils produce work of a high quality and achieve well. Teachers check what pupils know in a range of ways.

Occasionally, pupils' errors are not consistently addressed, and they are left with misunderstandings or incomplete work.

Leaders have created a reading-rich environment across the school and the curriculum. Pupils love this.

Pupils learn to read well. Leaders have made sure that pupils have the phonics knowledge they need. Leaders put support in place for those who need it.

This allows all pupils to become successful, fluent readers. They move from reading simple, structured texts to fluently reading more complex and challenging books. Pupils told inspectors about the stories they read.

As one pupil said, 'I love how I can lose myself in a book and imagine I am one of the characters.' This is a view held by many.

Children develop this love of books from their earliest days in school.

Skilled staff in the early years bring stories to life. Children vote daily on which book, from a choice of two, they wish the teacher to read. They respectfully accept the winning vote, even if it was not their own choice.

Children's mature attitudes are visible across the indoor and outdoor spaces as they play and learn together. For example, children carry tyres and lift them together to build 'Santa's chimney'. They take turns to shovel and transport leaves in a wheelbarrow as the imaginary ingredients for gingerbread biscuits.

These youngest children communicate, collaborate and cooperate with continual acts of kindness.

Pupils' behaviour is of the highest standard in and out of lessons. Older pupils speak highly of taking on responsibilities.

They see themselves as important role models. They value the importance of celebrating the achievement of others through 'amazing attendance' and 'playground perfection'. Pupils also appreciate and benefit from the multitude of clubs and visits they do.

They are looking forward to their residential visit.

Nurture comes naturally to all in the school. The warm and welcoming environment wraps its arms around all who walk through the school's door.

Staff are of one voice in their compliments of the care leaders show for them. Parents sing the praises of the school's staff team and all its members do for the children and families.

Safeguarding

The arrangements for safeguarding are effective.

Leaders keep safeguarding at the heart of all they do. They have effective systems in place to check that staff are safe to work in school and to record concerns. They act swiftly and, when necessary, involve external agencies.

Staff are well trained. They know the signs to look for and how to report concerns. Despite the small, friendly nature of the school, staff maintain an understanding that 'it can happen here'.

Pupils' knowledge of staying safe in a range of ways is impressive. They know how to look after their body and mind. They use books as 'mirrors and windows' to understand respectful relationships and sensitive topics.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' use of resources in some subjects does not contribute well to pupils' learning. This means that pupils' progress is slowed. Leaders need to ensure that all staff consistently choose resources that support, extend and challenge pupils' learning.

• Teachers do not consistently address pupils' errors in their learning. As a result, pupils repeat the same mistakes or are left with some misunderstandings. Leaders need to make sure that all teachers identify and address promptly errors and misconceptions so that pupils make better progress.