St John Church of England Primary School, Farnworth

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including children in the early years, enjoy coming to this happy and caring school. New pupils and their families are made to feel welcome. They settle in quickly.

Pupils feel safe at this school.

Leaders expect pupils to behave well. Pupils' conduct embodies the school's golden rules to be ready, respectful and safe.

Any pupils who find it difficult to manage their behaviour benefit from the help and support that they receive from adults. Pupils are confident that leaders deal with any rare bullying issues swiftly and effectively.

Pupils enjoy playing and learning together.

They are proud of the responsibilities that they are given..., such as being prefects and school councillors. Children in the early years are well supported to develop independence. The youngest children are kind and helpful.

They are quick to lend a hand at tidy-up time.

Pupils are proud to represent the school in local tournaments and competitions. They take part in different events to support charitable causes.

Pupils enjoy learning. They strive every day to meet leaders' high expectations for their achievement. The youngest children enjoy finding out about the world around them.

Pupils and children from the early years to Year 6, achieve well in most subjects.

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

Leaders are ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). They have developed a broad curriculum from the early years through to Year 6, which prepares pupils well for the next stage of their education.

In most subjects, leaders have thought carefully about the key knowledge that pupils will learn and the order in which this should be taught. Pupils across the school progress well through the curriculum in these subjects.

In a minority of subjects, leaders do not have sufficient expertise to lead their subjects well.

They have not thought carefully enough about the building blocks of knowledge that pupils need to learn. Pupils do not learn as well in these subjects.

Leaders have provided high-quality training and support for teachers.

This has helped teachers to feel confident in their delivery of the curriculum. They choose activities which help pupils to learn well. Where the curriculum has been well thought out, teachers use assessment strategies effectively to check on what pupils know and can do.

Teachers provide frequent opportunities for pupils to revisit and recall previous learning. This helps pupils to deepen their knowledge.

In the remaining few subjects, assessment systems are underdeveloped.

This is because the knowledge that leaders want pupils to learn is not clear. Assessment systems do not enable teachers to check what pupils have learned and remembered in the long term. This hampers the progress of some pupils.

Leaders place a high priority on teaching children and pupils to read. Pupils across the school look forward to their teachers sharing books and stories with them. Staff deliver the school's phonics programme well.

Children and pupils read books that match the sounds that they have been taught. Younger pupils, including those children in the early years, use their knowledge of phonics well. Children and pupils who struggle with reading, or those who speak English as an additional language, are supported by well-trained staff to catch up quickly.

Older pupils read with confidence and fluency.

Leaders carry out comprehensive checks when children start school in the early years or at different times of the year, so that they can identify quickly any pupils who may have SEND. They also work well with external agencies to assess the additional needs of pupils across the school.

Teachers use this expert advice well to help pupils with SEND to access the curriculum alongside their peers. Pupils who have social, emotional and mental health needs are well supported. Staff know these pupils well.

The majority of pupils behave well and do not disrupt the learning of others. Children in the early years enjoy learning alongside their friends. Pupils are polite and respectful.

They are keen to answer questions in class.

Leaders ensure that pupils benefit from a wealth of extra-curricular activities. The school's Rainbow Club provides vulnerable pupils with the extra support that they need.

Pupils learn about different faiths and cultures, which reflect their diverse backgrounds. They are keen to contribute to their community.

Governors have worked effectively with leaders to ensure that the school continues to improve.

Governors and leaders are mindful of staff's well-being and workload. Staff feel that leaders are approachable and take their views on board.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure a strong culture of safeguarding. Staff are fully aware of what to do to keep pupils safe. Leaders provide frequent safeguarding briefings to keep staff's knowledge up to date.

Leaders keep meticulous records of all concerns about pupils. They follow up these concerns diligently.Leaders and staff are alert to the safeguarding issues within the local area, such as illegal drugs and knife crime.

They work well with external agencies so that pupils and their families get the timely support that they need.

Pupils are taught about different aspects of safety. For example, when they use the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a very few subjects, curriculum leaders lack the expertise and experience needed to lead their subjects well. These leaders have not thought carefully enough about the most important knowledge that pupils need to learn and when they need to learn it. Senior leaders should ensure that curriculum leaders are trained equally well so that they are fully equipped to design effective curriculums.

• In these same subjects, leaders' assessment systems are not well developed. This means that teachers do not know what pupils have learned and remembered. Leaders should ensure that approaches to assessment are used effectively so that teachers can accurately identify and address pupils' missing knowledge.