St John’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at St John's Church of England Primary School 'grow and learn together'. They describe the school as a welcoming and friendly place. The school has developed a nurturing and inclusive environment.

Relationships are strong between adults and pupils. Pupils enjoy coming to school.

Children in the early years have an exceptional start to their education.

Children settle well and learn to become independent. The learning designed for the children matches their abilities and interests. This means that children remain focused and show resilience.

Children develop confidence from an early age.

The school has high expectations for how pupils ...behave. Pupils meet these expectations and understand, appreciate and respect difference.

They state, 'No one can tell you what you have to do or be. We are what we are.' Pupils are polite and respectful.

There is a calm and purposeful environment in classrooms and around the school.

The school has designed a curriculum that teaches pupils how to stay safe. As a result, pupils feel safe in school.

They learn how to stay safe online and in the wider community. Pupils feel confident to share any worries with trusted adults in school.

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

The school has designed a broad and ambitious curriculum from Nursery through to Year 6.

It focuses on the important knowledge that pupils need to learn over time. The curriculum is sequenced well to ensure that pupils build on their prior learning. This enables pupils to develop a deeper understanding.

Where this is successful, pupils can discuss their learning in depth. For example, Year 6 pupils can discuss their learning about electrical circuits in science. They show a good understanding of Charles Darwin's theory of evolution.

However, some pupils do not make links between their current and previous learning. As a result, these pupils do not build their knowledge as well. The school recognises that the curriculum needs further embedding.

The implementation of the curriculum is not as effective in all classes and subjects.

A love of reading is visible across the school. In Nursery, children develop good listening skills, for example on 'listening walks' around the school grounds.

Children learn routines quickly and start learning phonics straight away. They understand how to blend sounds together to read simple words. Staff have the expertise to deliver phonics effectively.

They ensure that the books pupils read match the sounds they are learning. They check for any gaps in pupils' reading knowledge. If pupils fall behind, they receive the support they need to help them catch up quickly.

Pupils' enthusiasm for reading continues as they move through the school. As they gain confidence, pupils read books to improve their fluency. Texts become longer and more complex as pupils get older.

Teachers read and discuss high-quality texts with their classes. As a result, pupils build their reading knowledge and develop a passion for reading. Texts are selected carefully to develop pupils' understanding of diversity.

The school states that 'every child will see themselves' in the books from the school's reading curriculum.

In the early years, adults know the needs of the children well. They use this knowledge to tailor learning.

Children develop excellent learning behaviours, high levels of concentration and resilience. They concentrate on tasks for sustained periods of time. Staff support children to develop a rich vocabulary.

Ongoing assessment ensures all pupils are supported to build their knowledge well. Adults support children in the early years to think for themselves and share their own ideas.

Pupils with special educational needs and/or disabilities (SEND) are supported well.

Learning is adapted to meet the needs of these pupils. This means that pupils with SEND learn and progress through the curriculum as well as their peers. Pupils with SEND participate in all aspects of school life.

The school's vision and values underpin pupils' personal development. Pupils have compassion and respect for others. They learn about protected characteristics and how to respect all people in their community.

Pupils talk confidently about what British values mean and how they relate to their own lives. They understand about healthy relationships and know what it means to be a good friend. Pupils know how to keep themselves physically and mentally healthy.

Trustees and local governors understand their roles well. They provide effective support and challenge to the school. They manage resources well and hold the school to account to bring about improvement.

The trust prioritises developing staff expertise. This is valued by staff, who are proud to work at 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)

• The implementation of the intended curriculum is not yet fully effective across all subjects and classes. As a result, pupils do not build their knowledge as well as they could. The trust needs to ensure that the curriculum is fully embedded and implemented effectively to ensure pupils learn well over time and progress as well as possible through the curriculum.

• In some subjects, pupils are not consistently able to recall their prior learning. When this is the case, they are not routinely able to connect what they are currently learning with what they have learned previously. The trust should ensure that pupils are consistently able to recall prior learning in all their subjects so that they can deepen their understanding of what they study across the full breadth of the curriculum.