St John's CofE Primary School

St John's CofE Primary School Inspection report

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Unique Reference Number 111334 Local Authority Cheshire East Inspection number 356894 Inspection dates 28–29 June 2011 Reporting inspector Pat Kime HMI

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 119 Appropriate authority The governing body Chair Mr Adrian Lee Headteacher Mr Robert Whittle Date of previous school inspection 17 June 2009 School address Heath Road Sandbach Cheshire CW11 2LE Telephone number 01270 762859 Fax number 01270 759506 Email address head@stjohnssandbachheath.cheshire.sch.uk

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Age group 4–11 Inspection dates 28–29 June 2011 Inspection number 356894 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one of Her Majesty's Inspectors and one additional inspector. The inspectors observed five lessons and made short visits to a further six lessons, observing all the teachers. The inspectors held meetings with staff, pupils, and representatives of the governing body and of the Diocese of Chester. They observed the school's work and looked at a range of documentation provided by the school, including curricular planning, records of pupils' progress and the plans for school improvement. The inspectors took account of responses to the inspection questionnaires that were received from pupils and staff and from 54 parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How successful has the school been in building on the strengths seen at the previous inspection?  How well are boys achieving?  How effectively do teaching and the curriculum meet the challenge of mixed-age

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Information about the school

St John's Church of England Primary School is smaller than the average size primary school. It provides for pupils from a wide range of backgrounds and with a variety of needs. The proportion of pupils known to be eligible for free school meals is lower than average. The number of pupils with special educational needs and/or disabilities is broadly average for this size school. Most pupils are of White British heritage, though there are small numbers of pupils from the local Traveller community and from other minority ethnic groups. A small number of pupils are in the care of the local authority. Children in the Early Years Foundation Stage are taught in the Reception class. More pupils than average join or leave the school part way through the primary school years. In recent years, the number of pupils and staff at the school has reduced and, as a result, pupils in Key Stages 1 and 2 are now taught in three classes, each of which caters for two year groups.

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Information about the school

Numbers have begun to rise again and plans are in hand to form another class in September. A substantive headteacher joined the school in September 2009. The school has Healthy School status.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

In the two years since the previous inspection, the school has built on the good foundations laid by the seconded headteacher and has continued to improve. The new substantive headteacher has gained the confidence of all groups of stakeholders. St John's now provides a good standard of education. Pupils are achieving well and there is a good atmosphere for learning. Pupils make good progress in their personal development and there are strong signs that, in the main, academic standards are rising. Provision in the Early Years Foundation Stage gives pupils an outstandingly good start to school life. In recent years, pupils' attainment at the end of Year 6 has been broadly average overall, representing satisfactory progress in Key Stage 2. However, pupils coming up through the school are doing better, with good proportions working at a higher level than expected for their age. The teaching is predominantly good, although in some lessons, a slower pace and less

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Main findings

challenge mean it is simply satisfactory. The school's curriculum covers all that is required and has many good features. Much has been done, in the foundation subjects of the National Curriculum, to plan interesting work and secure progression in pupils' learning but the task is not yet completed nor are there clear lines of responsibility for promoting and developing work in these subjects. While provision for most aspects of pupils' personal development is good, that for their cultural development is satisfactory. The school is well-led and managed by the senior team who know how well it is doing and where improvement is needed. At all levels, team work is strong and the staff are determined that pupils will do as well as possible. Along with the improvement in pupils' achievement and the higher attainment coming through, this indicates that the school has good capacity for further improvement. Since the previous inspection, there have been several changes in the membership of the

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Main findings

governing body. Members are well-informed about the life and work of the school but are not strongly involved in strategic planning or evaluation. The school's promotion of community cohesion beyond the school and local community is limited.

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What does the school need to do to improve further?

 Ensure that the quality of all the teaching is consistently good or better, so that all pupils are challenged and make good progress in every lesson.  Further improve the curriculum for the subjects other than English and mathematics, building on what has been achieved since the previous inspection by: developing coherent whole-school planning that assures year-on-year progression in pupils' knowledge, understanding and skills in all subjects

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

allocating staff to lead the school's work in these subjects.  Strengthen the governing body's contribution to: planning for the further development and improvement of the school evaluating the school's effectiveness.  Improve the provision for pupils to develop their appreciation of cultural diversity and for the school to promote community cohesion.

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Outcomes for individuals and groups of pupils 2

Pupils' academic achievement is good and attainment is rising. Pupils are now reaching standards that represent good progress from their starting points, which, taken over time, are broadly average overall. In recent years, pupils' attainment at the end of Year 6 has been broadly average overall, representing satisfactory progress in Key Stage 2 and reflecting a legacy of earlier underachievement. Boys did not do as well as girls but this is no longer the case. Pupils coming up through the school are doing better than in the past. The school's records show a good proportion working at a higher level than expected for their age. Lesson observations and examination of pupils' work confirmed this picture. Nonetheless, pupils' progress is not entirely even across subjects and year groups, primarily because of some variations in the effectiveness of teaching. As a result of very good progress in Reception, pupils start Year 1 doing better than

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Outcomes for individuals and groups of pupils 2

expected at their age. The last three years saw a steady upward trend in the standards reached at the end of Key Stage 1 to well above average in 2010. This means that pupils are set up well for continuing good achievement in Key Stage 2. The school is quick to spot pupils whose progress may be slipping and to give them extra help. Good support is also provided for pupils who might be potentially vulnerable to underachievement, such as the children of Traveller families, pupils learning English as an additional language, and those with special educational needs and/or disabilities. Consequently, in relation to their starting points and capabilities, these pupils make similar progress to their classmates. Pupils also make good progress in their personal development. Their spiritual, moral and social development is good and their cultural development satisfactory. They show good levels of cooperation and mutual respect and they make a good contribution to the life of

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Outcomes for individuals and groups of pupils 2

the school as a community. These strengths reflect the school's Christian ethos and the example set by staff. Pupils' responses to the inspection questionnaire show that they feel safe in school. They have a good knowledge about what constitutes a healthy lifestyle and good understanding of the positive effects of exercise and eating a healthy diet on the body.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teaching is good overall and never less than satisfactory. Much good teaching was seen in lessons but also some that slipped to satisfactory. Typically staff have very positive relationships with pupils, often sharing moments of humour. Teachers manage their classes very well so lessons are orderly and purposeful and they provide good opportunities for pupils to learn by working together in small groups. Teachers brief teaching assistants well so they contribute effectively to pupils' learning. They generally plan different activities for pupils of different ages and abilities. However, the effectiveness of this matching of work to learning need varies; occasionally, for some pupils, it does not result in sufficient challenge. The quality of marking of pupils work varies but some serves as a very strong model. In the most effective lessons, teachers enthuse pupils about the work and motivate them to try very hard. Appropriately high expectations for different groups of pupils are made

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How effective is the provision?

clear to them. As a result, they know what they have to achieve and they focus their efforts well. Where teaching was satisfactory, rather than good, two shortcomings were evident. First, although pupils enjoyed the activities, there was less adjustment to meet the range of learning needs. Second, the pace was slower so, for example, too long was spent on introductory activities before getting down to more demanding work. The school's curriculum meets requirements fully and has many good features. Work in English and mathematics is planned well. Work in other subjects is centred on topics that

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

appeal to the pupils, not least because they have had a say in selecting them. The curriculum is enriched by a good range of extra activities; clubs, visitors and educational visits. There is a good range of additional support for pupils who need extra help. Planning of work for pupils with special educational needs and/or disabilities is particularly good. The planning for work in subjects other than English and mathematics is under development. It is currently satisfactory and the school is well on the way to producing and implementing whole-school planning for mixed-age classes to assure progression in pupils' learning from year to year. Pastoral care is especially good. Staff are well-attuned to the needs of pupils who face difficulties in their lives or their learning and support them well by working in good partnership with their families and external agencies. The school has built a good relationship with the local Traveller community. The very effective arrangements to ease

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

the process of starting school help the children to settle in quickly and their families to have confidence in the school. The provision to smooth transition to secondary school is good. The school has raised the profile of attendance and punctuality and, as a result, the attendance rate has improved to above average and persistent absenteeism is greatly reduced.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher has secured the support of parents, carers, staff, and pupils. He has led continued improvement in the school, through a period of changes in staffing and the governing body. He sets high expectations for all aspects of the school's work and these are embraced by the staff who say that they know what the school is trying to achieve and feel very much part of the drive for further improvement. There is a strong sense of teamwork. The headteacher and the deputy headteacher have a well-founded view of how well pupils are doing across the school and the quality and effectiveness of teaching. They know the priorities for further improvement. The school's planning for improvement is sound but the members of the governing body are not yet fully involved in it or in checking the impact of developments on the outcomes for pupils. The changes the school is making to the curriculum beyond English and mathematics

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How effective are leadership and management?

include changes to the leadership and management of these subjects. However, new responsibilities have not yet been allocated so the arrangements for ensuring good provision and outcomes are not secure. Since the previous inspection, the systems for keeping track of pupils' attainment and progress have been refined. There is now a wealth of useful information about pupils'

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

achievement. It is used well to influence decisions about additional support for pupils and to analyse the effectiveness of the school's provision for different groups of pupils. This contributes to the school's good promotion of equal opportunities. The arrangements for safeguarding, including child protection and risk assessments, are good. Policies and procedures follow local and national guidelines and are kept under review. Lines of responsibility are clear and the school has good links with external agencies. Pupils confirm that they feel safe in school and are confident to turn to staff if ever they need help or support. The school is a cohesive, mixed community in which pupils learn to play their part and contribute to local events. However, the national and global aspects of the promotion of community cohesion receive less attention and pupils' understanding and awareness of diversity are simply satisfactory. For these reasons, the school's promotion of community

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

cohesion is judged satisfactory overall.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Life in the Reception class prepares children extremely well to continue as confident learners in Key Stage 1. The arrangements to smooth transition into school, from home visits to buddies from the top class, are very good. Children make very good progress in their learning in the Reception Year, particularly so in personal, social and emotional development, learning to use sounds for reading and writing, and in early mathematical skills. They make great strides in developing confidence and independence, learning to work and play together very well and to sustain concentration. They learn from a wide range of very well-thought out activities, indoors and out, which appeal equally to boys and girls. The highly skilled teaching is sensitive to children's developing needs. As a result, the children learn from activities that capture their interest and present just the

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

right amount of challenge. For instance, during the inspection, learning through stories, creative activities, mathematical activities and role play was based around a seaside topic. Children's responses to the provision are monitored closely and perceptively both to check on their progress and to influence what staff provide for them. The provision is continually developing as evidenced in the well-advanced plans to enhance the outdoor learning area.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

The quality of provision in the Early Years Foundation Stage 1

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Overall effectiveness of the Early Years Foundation Stage 1

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Parents and carers have a very positive view of the school. They are almost all entirely happy with what it provides and they have confidence in the leadership and management. The inspection judgements on the school also give a positive picture.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St John's CofE Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 54 completed questionnaires by the end of the on-site inspection. In total, there are 119 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 39 72 13 24 1 2 0 0 The school keeps my child safe 41 76 11 20 2 4 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 30 56 23 43 1 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 36 67 16 30 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 37 69 17 31 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 31 57 22 41 1 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 30 56 23 43 0 0 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 36 67 15 28 2 4 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 34 63 18 33 1 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 27 50 25 46 0 0 2 4

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 29 54 23 43 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 42 78 12 22 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 39 72 14 26 1 2 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of St John's CofE Primary School, Sandbach, CW11 2LE

You may remember that Mrs McArthur and I inspected the school recently and Mr Barnes came with us to learn more about how primary schools are inspected. I am writing to tell you what we found out during the inspection. Thank you for making us welcome and talking to us in classes, around the school and in meetings. These conversations with you helped us to reach our judgements. St John's has continued to improve since its last full inspection two years ago. The school now provides you with a good education and you are making good progress in your learning. We could see that higher standards are pushing up through the school now and quite a number of you are doing better than expected for your age. Your personal development is good; you are growing up well. We were pleased to see how well behaved you are. It was good to hear about your contribution to school life, for instance, how pupils in the top class help new pupils to settle in. Children in the Reception class get an

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Inspection of St John's CofE Primary School, Sandbach, CW11 2LE

outstandingly good start to school life. They do very well in all areas of their learning. Most of your lessons are taught well but in a few we thought that the pace of learning could have been quicker. So we have asked the school to make sure that teaching is never less than good. You enjoy studying some interesting topics but the planning for this work could be strengthened. Mr Whittle and I talked about what needs to be done next to make St John's an even better school. As well as the points already mentioned, we agreed on the following things:  involving the governing body more in planning the development of your school and judging how well it is doing  promoting community cohesion more strongly; the teachers will be able to tell you exactly what that means and help you to learn more about it. I know that you will have good ideas to help the school improve. Do propose them through the school council. You all have my very best wishes for a successful future at St

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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