St John Baptist Southend Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love learning at their school. It is a happy and safe place. Pupils value the positive relationships they have with other pupils, their teachers and all school staff.

These are built on trust and mutual respect. They celebrate the differences in their school community.

Leaders and staff believe that every child can succeed.

They expect all pupils to work hard and be on their best behaviour. Pupils respond positively to these expectations. Pupils told us that bullying is very rare.

If there is a disagreement, an adult helps them to sort out any differences.

Pupils particularly like helping others. They have many opportunities to do thi...s in the local community.

One pupil said that their visit to St Christopher's Hospice helped some elderly people 'build lovely, happy memories'. Pupils are proud of their singing and enjoy performing.

Pupils achieve well in many subjects, but there are some areas where this is not the case.

Leaders are reviewing subjects to make sure that there are clear plans in place about what should be taught and when.

Parents and carers praise the school. They said that staff know every pupil and family.

Parents know there is always a member of staff they can go to for help or support.

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

The school offers a broad range of subjects. Leaders have thought carefully about what they want pupils to study.

In most subjects, they have worked with teachers to identify what order concepts should be taught. Leaders receive effective support to help them develop their subject areas. In some subjects such as history and science, plans are in the early stages.

Leaders are planning training for staff to improve their subject knowledge in these areas.

In most subjects, pupils are growing in knowledge and skills. Teachers use well thought out plans.

They are clear about what knowledge and skills pupils should know at each point in the year. This is notable in mathematics, physical education and art. Pupils also develop their stamina for writing.

They can use their knowledge of grammar, punctuation and vocabulary to write accurately.

In history, pupils learn about events from the earliest times to the present day. In most lessons, they use sources to learn about historical events and significant people.

However, some pupils do not understand how significant people from the past shaped historical events.

Pupils enjoy reading. Teachers choose books to develop pupils' love of reading.

The carefully selected books help pupils develop their vocabulary. Pupils listen attentively to the stories teachers read and tell. They are able to use some of the ideas from these stories to improve their writing.

Pupils' writing has been enhanced by reading books such as 'The Miraculous Journey of Edward Tulane'.

In early years, children start phonics in their first week at school. Staff plan many activities to help children practise their phonics.

In Year 1, pupils continue to develop their phonic knowledge. However, for the weakest readers, books are not always matched to the sounds the pupils learn. This affects their confidence and ability to read fluently.

Staff new to the school and newly qualified teachers have not had specific early reading training. Therefore a few pupils do not catch up quickly enough when they fall behind.

Teachers make sure that pupils with special educational needs and/or disabilities (SEND) are fully included in lessons.

Staff receive training to support pupils' needs. Outside agencies have worked with school staff to support pupils' language and communication skills. This has had a significant impact in broadening pupils' vocabulary and understanding.

Adults have high expectations for pupils with SEND.

Pupils behave well. They are keen to learn and take part enthusiastically in lessons.

Pupils are very calm and move from one lesson to the next and around the school quietly. The religious character of the school and the work leaders do contribute well to pupils' personal development. The school values are embedded in every aspect of school life.

Pupils have many opportunities to visit places of interest and take part in events. They enjoy learning to sail at 'The Ahoy Centre' in Deptford, for example. Transition to secondary school is supported through work with the 'Transforming Lives for Good' charity.

Pupils have a variety of extra-curricular clubs they can attend.

Leaders are well respected by staff, pupils and parents. Staff say leaders are supportive and considerate of their well-being.

Governors work closely with school leaders to further improve the school. The school is well supported by the diocese and local authority advisers.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know the risks posed to pupils in their local community. Leaders provide pupils with age-appropriate information to help them keep safe, including when using social media.

Adults receive regular training and frequent updates so they can carry out the school's safeguarding procedures.

Staff ensure pupils' safety and well-being by raising concerns promptly. Leaders work closely with external agencies to protect pupils from possible harm.Staff identify pupils and families who need help.

They regularly support vulnerable pupils and their families and work closely with a range of charities. The school's mentoring programme provides ongoing support to pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The books given to the weakest readers are not always matched well enough to pupils' phonic knowledge.

Therefore, a few pupils do not catch up quickly enough when they fall behind. Leaders should ensure that staff training supports the teaching of phonics. They should also ensure that the books chosen for the weakest readers are better matched to the sounds they know to develop fluency and confidence.

. Leaders have developed curriculum planning linked to the national curriculum in all subject areas. Some plans, for example history and science, are not yet sufficiently coherently planned and sequenced.

It is evident that this is a school priority and leaders are in the process of bringing this about. . Leaders have identified that staff subject knowledge needs further development.

In some instances, for example mathematics and writing, staff training has enabled pupils to improve in these areas. This has not been the case in all subjects. Leaders should continue to develop staff subject knowledge and expertise in all areas of the curriculum.

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