St John the Evangelist CofE VA Primary School

Inspection of St John the Evangelist Church of England Voluntary Aided Primary School Bluebell Way, Shilton Park, Carterton, Oxfordshire OX18 1JF

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good Primary School 28–29 January 2020

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What is it like to attend this school?

Leaders and staff have the highest expectations of all pupils. Pupils work very hard in lessons and achieve exceptionally well across the curriculum. They have extremely high aspirations. Pupils relish the opportunities that the school offers. The wide range of clubs that the vast majority of pupils attend enrich their understanding of the world.

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What is it like to attend this school?

Pupils’ behaviour is impeccable. They feel safe and extremely well cared for. Pupils told us that bullying is unheard of because ‘everyone is very kind and caring’. They are very knowledgeable about how to keep safe when using the internet. Pupils show a responsible and mature attitude at all times. Playtimes are positive, sociable occasions. One pupil’s comment echoed the views of others: ‘Our school is just extra amazing.’

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What is it like to attend this school?

Leaders and staff go over and above to prepare pupils for life in modern Britain. Pupils’ work in the community and beyond is inspirational. For instance, pupils work with local elderly residents on intergenerational projects, support a number of charities and collaborate with a school in Africa. Leaders and staff seize every opportunity to ensure that pupils understand their place in the world past the school gates. Pupils think deeply about local and global issues.

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better?

The quality of education is outstanding. Leaders, staff and governors want the best for all pupils. Leaders are unyielding in their pursuit of excellence in all areas. All pupils leave fully prepared for their future learning. Leaders inspire staff and pupils to achieve their full potential.

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better?

Leaders have created an extremely well-structured curriculum. It is well thought through and carefully connected across all age groups. It equips pupils with a deep knowledge and understanding of the main ideas and concepts in all subjects. Leaders have refined the curriculum to ensure that pupils with special educational needs and/or disabilities (SEND) flourish and achieve highly in their work.

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better?

Pupils’ behaviour and attitudes to learning are exemplary. Pupils are deeply engrossed and highly motivated in lessons. They display a genuine thirst for knowledge and the utmost commitment to learning.

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better?

Teachers ensure that pupils are completely secure in their knowledge and skills for each subject before moving on to new topics. Leaders and teachers plan exciting lessons that bring learning to life. As a result, pupils achieve highly across the curriculum. Teachers ensure that pupils broaden their vocabulary in all subjects. Consequently, pupils articulate their understanding of complex ideas exceptionally well. Each experience is an opportunity for irresistible learning. Primary School 28–29 January 2020

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Leaders and staff prioritise the teaching of reading throughout the curriculum. The teaching of phonics is highly effective, both in early years and key stage 1. Staff use their expert knowledge to make sure that all pupils read fluently and confidently. They ensure that books match pupils’ reading ability with expert precision. Teachers organise reading books carefully to support pupils’ understanding of the curriculum. There is a tangible buzz about reading throughout the school. Pupils are eager to read and enjoy talking about the books they read.

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The early years curriculum enthuses children. This is because staff carefully design activities that spark children’s natural curiosity and creativity. Children in both Nursery and Reception concentrate well and are engrossed in learning. Staff are expertly skilled in ensuring that children develop strong language skills and an understanding of the world. We observed children carefully counting and explaining how much of a refund they were owed for the ‘damaged goods’ they wanted to return to the toy store. Children develop exceptionally strong empathy through the curriculum. They are kind, tolerant and supportive of each other. Children have warm, nurturing relationships with staff.

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Leaders and staff skilfully develop pupils’ understanding of the world they inhabit throughout the curriculum. For example, pupils have opportunities to learn about the importance of democracy, free speech and tolerance. Pupils elect their peers to the school council. Pupils discuss issues such as pollution, animal cruelty and homelessness with reason and respect for the opinions of others. Pupils understand that all people should be treated equally. Pupils are very knowledgeable about diversity in modern Britain.

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Governors are very ambitious for pupils’ academic and social success. They visit the school regularly and provide challenge and support in equal measure. Staff are proud to work at the school. They feel greatly supported by leaders and governors in managing their workload.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have established a strong culture where the well-being and safety of pupils are given paramount importance. Pupils are confident that there are trusted adults they can speak to if they are worried about something. Well-trained staff know what to do if they have a concern. Leaders use their expertise and knowledge about pupils very well when assessing levels of risk and deciding on appropriate next steps. The pastoral team provides well-targeted support in school and works effectively with agencies to help pupils and families get the support they need. Primary School 28–29 January 2020

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. Primary School 28–29 January 2020

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School details

Inspection number 10087962 Type of school Primary

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School details

Appropriate authority The governing body

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Information about this school

There have been no relevant changes since the last inspection.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We held meetings with the headteacher, senior and subject leaders, and members of the governing body, including the chair of governors. An inspector made a telephone call to a representative from the Diocese of Oxfordshire and also met with a representative from the local authority.  We did deep dives in the following subjects: reading, writing, mathematics, geography and science. In each subject, we met with curriculum leaders, visited lessons, talked to pupils, spoke to teachers and looked at pupils’ work.  We considered views of staff from meeting with staff and from the responses of 32 staff to the confidential questionnaire.  We reviewed safeguarding records, including the central record of recruitment checks on staff. Primary School 28–29 January 2020

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 We spoke to parents during the inspection and considered the views of 90 parents and carers who responded to Ofsted’s questionnaire, Parent View.

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Inspection team

Shazia Akram, lead inspector Her Majesty’s Inspector

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Inspection team

Simon Francis Ofsted Inspector Primary School 28–29 January 2020

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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