St John the Evangelist RC Primary School, Bromley Cross, Bolton

Highlights from Latest Inspection

Outcome

St John the Evangelist RC Primary School continues to be a good school.

What is it like to attend this school?

Pupils are quickly welcomed into a warm and caring school community. They treat each other with kindness.

For example, at breaktimes, pupils are quick to spot if someone is alone and to ask them to join in. This helps pupils to feel happy.

The school wants the best for pupils, including those with special educational needs and/or disabilities (SEND).

Most pupils enjoy their learning. They typically rise to the school's high expectations and achieve well.

Pupils are polite and respectful towards adults and to each other.

Well-established ...routines help to ensure that they behave sensibly. The atmosphere around the school is calm and purposeful.

Pupils blossom as they take on positions of responsibility.

For example, the 'seeds and gardeners' programme matches Year 6 pupils with children in the early years. The older pupils take seriously their responsibility of helping their 'seed' to grow. They beamed with pride as they described the ways in which they help and encourage their younger partners.

Pupils develop a varied range of hobbies and interests. For instance, they enjoy taking part in gardening club and playing 'glow in the dark' dodgeball. Pupils spoke enthusiastically about showcasing their talents at an annual 'St John's Got Talent' event.

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

The school has designed an ambitious curriculum for pupils. Staff seek out ways to enhance classroom learning through trips and visits. For example, pupils recalled vividly a workshop about the Stone Age that helped to bring their learning to life.

The curriculum is well organised. It is very clear what pupils should learn and when subject content should be taught. Important vocabulary is identified within each subject curriculum and is emphasised by teachers during lessons.

This helps to support the increasing number of pupils in the school who speak English as an additional language.

In most subjects, the school has identified precisely the essential knowledge that pupils should acquire so that their learning builds securely over time. Where this is the case, pupils revisit this important knowledge frequently.

Teachers act swiftly when they identify any gaps in pupils' learning. In these subjects, pupils typically learn well.

In some other subjects, and some areas of learning in the early years, the important knowledge for pupils to remember is less clearly defined.

This means that teachers do not know which information to emphasise when they revisit and check pupils' learning. In these subjects, some pupils do not build their knowledge as well as they should.

The school understands that reading well provides a firm foundation from which pupils can access the wider curriculum.

Pupils enjoy selecting challenging books to read from suggested class texts. Careful thought has been given to ensuring that these books reflect the diversity of modern Britain.

Children learn phonics from the beginning of the Reception class.

Staff identify pupils who fall behind and ensure that they receive help to catch up with the phonics programme. However, staff do not consistently address occasions when pupils do not use pure letter sounds. This slows the progress of some pupils, particularly those who find reading more difficult, towards becoming accurate and confident readers.

The school has appropriate processes in place to identify any additional needs that pupils may have. Teachers are provided with carefully considered information about the support and resources that will help these pupils to access the curriculum. In the main, pupils with SEND learn well during their time at the school.

Pupils learn a wealth of information to prepare them well for life in modern society. They have a secure understanding of diversity, and they respect differences between themselves and others. Pupils think about how they can contribute to their school and the wider community.

For example, school councillors were proud of the action that they had taken to reduce litter on the school playground. Other pupils participate in charitable activities in the local area.

The school has high expectations for pupils' behaviour.

Children in the Reception class quickly learn routines that promote positive behaviour. Across the school, pupils are attentive to their teachers. They are eager to participate during lessons.

Most pupils have high levels of attendance.

Staff enjoy working at the school. In the main, they feel well supported.

Staff appreciated being consulted about the school's approach to giving pupils feedback in each subject.

Governors are strong advocates for the school. They are well informed about the curriculum.

Governors are committed to working with the school to continue to refine the quality of education that it provides for pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not ensured that teachers are clear enough about the knowledge that pupils should remember to help them with subsequent learning.

This makes it difficult for teachers to help pupils to remember important content. The school should clarify the essential knowledge that pupils should acquire so that they build a deep and interconnected body of knowledge in these subjects. ? When delivering the phonics programme, some staff do not ensure that pupils consistently use pure letter sounds.

This hinders some pupils from developing their phonics knowledge as rapidly as they should. The school should ensure that staff receive the training that they need to identify and address any misconceptions in pupils' phonics knowledge swiftly.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in October 2014.

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