St John’s CofE Aided Infant School

Highlights from Latest Inspection

What is it like to attend this school?

All members of this school community are encouraged to uphold the vision of 'Let your light shine'. Pupils talk confidently about the rainbow rules and the fact that their light will shine if they follow these.

The supportive environment ensures that pupils feel safe. This is also recognised by parents. One view, representative of many, commented on the 'caring and nurturing approach'.

There are high expectations for how pupils will behave and the manner in which they should treat each other. Staff ensure that these expectations are met by pupils. As a result, pupils' behaviour is positive.

Pupils do not worry about bullying and they are rightly confident tha...t any incidents of unkindness will be dealt with effectively by staff. Pupils proudly talk about how they uphold the six school values of thankfulness, peace, love and compassion, forgiveness, trust and friendship.

The curriculum is well designed to meet the needs of all pupils.

Pupils are articulate and enthusiastic about their learning. They are able to apply ideas from their learning to other contexts. For example, pupils use their learning about materials in science to build a strong shelter during their forest school activity.

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

The curriculum is well designed. Leaders have identified and sequenced the key content pupils must learn in each subject. This begins in the early years where adults support children to develop the understanding they need to be prepared for their future learning in school.

Here, adults carefully plan activities that enable children to learn new vocabulary and teach them to take risks. During the inspection, they were safely navigating the snowy conditions to explore properties of ice. Throughout the school, staff generally present the information they want pupils to remember in a clear and coherent way.

This means that pupils can recall the most important content during their learning. There are minor inconsistencies in how well the mathematics curriculum is implemented. Staff do not all use the agreed models and materials in mathematics.

Pupils can recall key learning in mathematics, but their understanding is not as secure as it could be.

This is an inclusive school. Leaders accurately identify pupils who have additional needs.

They support staff effectively so they know how to make appropriate changes to activities and provision so all pupils can learn well. There is a sharp focus on ensuring that pupils with special educational needs and/or disabilities (SEND) access the full curriculum alongside their peers. The school works well with external agencies to provide appropriate advice to staff to fully support pupils with SEND.

Staff use a range of strategies to check carefully what pupils have learned throughout a topic, including questioning and reviewing completed work. This means that staff have an accurate view of what pupils know at that time. They use this information effectively to plan next steps in learning.

What is not as strong, in subjects other than English and mathematics, is how staff are made aware of how well pupils have remembered content from previous learning.

Leaders have prioritised reading across the school. Their vision that reading unlocks learning for pupils is shared by all.

There is a phonics scheme in place that is implemented effectively by staff. There are well-established routines in phonics sessions. Consequently, pupils understand what is expected of them and learn well.

Pupils who are at the early stages of reading are learning to secure new sounds. Pupils who struggle to recall the new sounds they have been taught are well supported by adults through interventions. Pupils read books that are matched to the sounds they have learned.

Behaviour around school is calm and productive. This is underpinned by the values of the school and the affable relationships between pupils and adults. Consistent routines for learning begin in the early years.

Children are taught the skills they need, including listening carefully and taking turns, through games and activities. These high expectations continue throughout the school. As a result, learning is purposeful.

Pupils' personal development is nurtured through the curriculum and extra-curricular opportunities on offer. Leaders have successfully identified what pupils will learn through the personal, social and health education curriculum. Pupils have an age-appropriate understanding of key concepts such as keeping healthy and relationships.

They are proud to represent their classmates through their roles as 'values leaders' and members of the school council. There is a wide range of clubs and extra-curricular activities for pupils to participate in. Leaders have ensured that these are inclusive and pupils enjoy attending these.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff understand the risks that pupils may face. All staff and governors have been trained so they know the signs and symptoms to look out for.

Staff are confident of what to do if they had any concerns about a pupil's welfare. The safeguarding team works with external agencies and makes timely referrals.

Pupils understand how to keep themselves and others safe, both online and in the real world.

They are confident about speaking to an adult in school if they had a concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are minor inconsistencies in the implementation of the mathematics curriculum which means that pupils' learning is not as secure as it could be. Leaders need to ensure that all staff implement the intended scheme consistently.

• For some foundation subjects, leaders have not fully considered how the evidence they gather about how well pupils have learned the intended curriculum will be used to shape future learning. This means that staff do not always know pupils' starting points when delivering new units of learning. Leaders need to continue to refine assessment systems and practice, so that important information is shared to good effect.

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