St John the Baptist CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this inclusive, welcoming and diverse school. They comment that 'sometimes we take for granted just how great this school is.'



The school's values of forgiveness, resilience, love, koinonia and compassion permeate throughout the school. Pupils know they are in safe hands.

Pupils behave extremely well in lessons and around school.

They understand the school's rules. They believe that they are fair. In some lessons, such as science, pupils comment that they 'Get loud because we are excited, but we are allowed to be bouncy because we are enjoying learning.'



Pupils know what bullying is. They say that bull...ying is rare. They express great confidence in their teachers to resolve bullying should it occur.

There are many ways for pupils to tell adults should someone be mean to them. Pupils particularly appreciate the worry bear and worry box in their classrooms.

Pupils' learning is enriched.

The parent and teachers' group fundraise to broaden pupils' experiences. Recently, the circus came to the school grounds. Pupils said, 'Learning is fun and exciting; every day we have a blast!'

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

Pupils enjoy an ambitious, well-structured curriculum in most of the subjects that they study.

Knowledge builds appropriately on previous learning. Staff skilfully develop pupils' vocabulary, including in the early years. Pupils recall knowledge confidently.

For example, they explained the difference between volcanic magma and lava. They also commented that they need to use language carefully in mathematics, stating, for instance, 'Three dimensional shapes have vertices and not corners.'

The curriculum is not as well developed in a few foundation subjects.

The knowledge that pupils need is not identified clearly, and learning is not as well structured. Leaders have prioritised this as an area to improve. They are taking appropriate action to tackle this.

Teachers have strong subject knowledge. They are ambitious for all pupils. They have a clear rationale for the learning activities they select.

Learning is expertly adapted, particularly for pupils with special educational needs and/or disabilities (SEND). Appropriate checks take place in lessons to ensure pupils' understanding. Pupils comment that their teachers 'put so much into our education and really care'.

Subject leadership is a strength. Many subject leaders have expert subject knowledge. They show a passion and enthusiasm for the areas they lead.

They have benefited from high-quality training and support.There is a strong ethos and love of reading in the school. Pupils learn to read as soon as they enter the early years.

They quickly develop an enjoyment of books, rhymes, poetry and songs. They are rewarded for their reading. They critique books, and they share book recommendations.

Pupil librarians speak enthusiastically about the role they play in introducing their peers to new and exciting 'reading adventures'.

The phonics curriculum is sequential and well planned. Teachers receive effective training.

The curriculum is consistently delivered. Pupils regularly practise their reading with books that match the letters and sounds they are learning. They receive extra help if they need it.

Phonics is particularly well taught in the early years. The environment is language rich. There is a sharp focus on vocabulary from the moment pupils start to learn in Reception.

Vocabulary is everywhere, as are books.

Pupils with SEND are well supported. Their needs are quickly identified.

Leaders work with families and external agencies to make sure that pupils receive the help they need. Pupils with SEND achieve well in school.

Pupils show kindness and tolerance.

They are animated about their own religion and that of others. The curriculum supports their understanding of wider communities, including the experience of refugees. Pupils welcome the opportunities to lead.

The school council, eco-warriors and ladies' leadership team are determined. They want to support others, and they want to make a difference.

All pupils experience many wider opportunities.

Leaders are working to ensure that all pupils participate in extra activities outside of the school day.

Leadership of the early years is particularly strong. The bespoke curriculum builds precisely on children's starting points.

The learning environment is vibrant. It is carefully constructed to promote learning. Many staff ensure that no learning opportunity is missed.

Sometimes, however, staff are immersed in play alongside children and do not communicate well enough or check pupils' understanding. This is recognised as a training need.

Parents appreciate the high quality of leadership shown by the headteacher.

The school has improved. Teachers comment that they appreciate the professional development they receive. Some staff say that they value the rewards and treats provided by the headteacher in recognition of their work.

Safeguarding

The arrangements for safeguarding are effective.

Pupils and children in the early years say that they feel safe and happy. They have many people to turn to if they have worries or if they need help.

Leaders ensure that the most vulnerable pupils and their families receive the support they need, including from external agencies. Records are diligently kept. Staff are well trained.

The school's central record of staff meets statutory requirements.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum planning in a few foundation subjects is not as well developed as in others. It is not as well structured.

There is insufficient focus on the knowledge that pupils need to learn. Leaders should continue to ensure that the curriculum is ambitious and well structured. They should ensure that pupils secure the expert knowledge and skills they need across all the subjects studied.

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