St John's RC School (Essex)

St John's RC School (Essex)

Address: Turpins Lane, Woodford Bridge, Essex, IG8 8AX Unique reference number (URN): 115466

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Attendance is a priority. There is a consistent and effective approach in place to ensure that attendance remains high. Leaders work closely with families and other professionals to understand and address any barriers to attendance. For pupils who have challenges with attendance, effective personalised plans are in place. There is regular communication between school and home. This includes targeted home visits or sessions with the family support worker and other external services. Owing to this coherent approach, the school's work has had a notable impact on the attendance of pupils across the school. This is particularly evident for pupils who either had very low attendance previously or did not attend at all before coming to this school.

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Attendance and behaviour Strong standard

Staff know pupils well and understand their individual needs. This includes a robust understanding of the triggers which could lead to upset or distress. Staff put in place the optimum sensory learning environment for pupils. This proactive approach means that pupils are consistently calm and ready to learn. Pupils are supported to recognise and communicate their feelings. Pupils are consequently able to advocate for themselves. Bullying is extremely uncommon but addressed well should it occur. The school consistently promotes high expectations and positive relationships. This has resulted in a constantly calm and purposeful environment throughout.

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Personal development and wellbeing Strong standard

The personal, social, health and economics education (PSHE) and relationships and sex education (RSE) curriculums are carefully planned to give pupils the knowledge and skills that they need to be ready for life beyond school. It has been thoughtfully adapted to match the ages and stages of pupils' learning. Provision is personalised to address what is important for each individual pupil. Staff use clear and consistent approaches, including visual images and repetition to help pupils remember what they have learned in PSHE and RSE.

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Personal development and wellbeing Strong standard

Pupils demonstrate respect and kindness to each other. They understand that everyone is different. Beyond this, pupils consistently show crucial independence and self-advocacy skills. Activities encourage pupils to take part in decision making. They learn that they can make a positive contribution to school life. Pupils learn about fairness and democracy. The school teaches pupils how to keep safe. This is individualised for each pupil. Pupils learn about online and offline risks. Parents and carers are given clear guidance and support to reinforce this learning at home. Pupils are taught about healthy lifestyles really well, with regular opportunities to try different foods and a range of physical activities.

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Personal development and wellbeing Strong standard

Pastoral care is excellent. Family support workers, emotional support staff and an expert therapeutic team meet the range of pupils' needs precisely. Staff know pupils well and provide tailored support. Pupils are taught skilfully how to understand their emotions. They are given effective tools to respond positively when they feel dysregulated. These are highly effective and support pupils’ independence.

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Expected standard

The school has a robust careers programme in place. Pupils are taught about the options available to them when they leave school. This has results in well-sustained placements for all pupils when they move on from the school. Pupils take part in an extensive range of work-based experiences to develop their employability skills.

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Achievement Expected standard

Pupils achieve well across the school. They progress securely from their various starting points. Early learning is supported effectively. In reading, communication and number, pupils develop knowledge well. Pupils use their phonics knowledge confidently to read words in books which are matched to their stage of learning. Checks on learning are used well to identify gaps in knowledge and to help staff plan next steps. This ensures pupils build their knowledge well over time.

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Achievement Expected standard

Pupils make great strides in the wider curriculum. This includes in their independence, social interaction and physical development. Pupils are generally well supported to apply their learning in meaningful ways. Many pupils develop increased confidence, communication and independence. This means they are well prepared for their next stage in education and for adult life. Pupils in receipt of additional funding achieve well. They are provided with the extra support they need to remove additional barriers to learning.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious and coherent curriculum. It is well matched to pupils' individual needs. The curriculum is shaped by the content of pupils' education, health and care plans and pathways. This means learning is personalised and relevant. There is a clear structure across subjects. Teachers know what pupils need to learn and when. Typically they map this out well to support pupils to build knowledge over time.

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Curriculum and teaching Expected standard

Teachers' checks on pupils' learning mean that staff know what pupils know and need to know next. They use this information to plan future learning well. This is most effective in core learning areas such as English, mathematics and communication. Leaders are now rightly working on matching the progression of knowledge and skills they have for pupils wider development in all areas of the curriculum. This will ensure that pupils learn as well as they could across all areas of learning and subjects.

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Curriculum and teaching Expected standard

Teaching is matched effectively to pupils' needs. Staff know pupils' needs very well. They use this knowledge, as well as advice and guidance from therapists, to provide bespoke support for pupils. There is a clear focus on securing early English and mathematics knowledge, including reading. Phonics is taught effectively to those who need it. It is adapted to meet pupils' needs well.

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Inclusion Expected standard

The school takes a careful and thoughtful approach to inclusion. All pupils are supported well. When pupils join, their complex needs are identified quickly through checks made by the therapy team and alongside parents and carers. Staff use information from these checks well to plan support that helps pupils to take part in learning and school life. Pupils' education, health and care plan targets are broken down into appropriate, smaller and precise steps. These are well known and followed by all staff. Pupils' learning and interventions are precisely matched to these targets and their needs.

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Inclusion Expected standard

The school works with a range of professionals. This includes the internal therapy team as well as external agencies and professionals. All professionals work well together to plan effective support for pupils. Provision for pupils is well designed to remove barriers to learning and ensure pupils are ready for their next stage.

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Inclusion Expected standard

Pupils who receive additional support, including those who are looked after or known to social care, are supported effectively. Leaders and staff know these pupils well. Leaders work effectively with the virtual school to ensure the most appropriate provision is in place for the pupils who need it. Pupil premium funding is used well to remove additional barriers to pupils achieving their best outcomes. Alternative provision is used appropriately.

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Leadership and governance Expected standard

Leaders have taken clear and appropriate action to improve the school since the last inspection. Leaders understand the school well. They use this knowledge to set the right priorities for improvement. Systems are in place to check pupils' progress. This is particularly evident in areas such as communication. Leaders respond quickly to new challenges. They continue to refine the curriculum with an ever-changing and complex cohort. This ensures that learning is as well-matched to pupils' needs as possible.

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Leadership and governance Expected standard

Leaders ensure that all pupils, including those with additional vulnerabilities, are supported well. They have clear oversight of pupils' needs and make sure that the right provision is in place so that pupils thrive. Staff and parents and carers speak positively about the school. Staff feel listened to and supported. They say that leaders consider their workload and wellbeing consistently. There is a rigorous approach to staff training and professional development. This is targeted well to ensure that staff meet pupils' needs. Leaders value communication with parents. Systems are in place to keep parents informed and involved in their children's progress and support.

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Leadership and governance Expected standard

Governors understand the school well. They provide appropriate support and challenge to leaders. The school benefits from its long-standing connection with the neighbouring convent, which provides a number of governors. The convent has supported children with special education needs for over 100 years and the moral imperative to continue to do so is highly evident. This shared ethos of care and commitment continues to shape the school's work. Governors meet their statutory duties well.

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Post 16 provision Expected standard

The post-16 provision is thoughtfully led so that students receive a well-organised and personalised programme of learning. All students in post-16 follow a personalised curriculum pathway that meets their needs. Pathways align with students' education, health and care plans. Students access a range of accreditations, alongside a robust focus on independence and life skills. This means that students' programmes are tailored to meet all of their academic and personal needs by the time that they leave the school.

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Post 16 provision Expected standard

Students generally achieve well from their various starting points. They progress well academically. They also develop and master important life skills. This includes becoming independent communicators who can self-advocate consistently well. Teaching in post-16 is carefully matched to students' needs. Staff use their knowledge of each student well to provide precise and effective support. Lessons are structured and engaging. This helps students to secure knowledge well.

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Post 16 provision Expected standard

There is a clear focus on preparing students for their stage of life. Students develop practical skills, such as managing daily tasks. They also learn how to make decisions and interact well with others. They take part in a range of meaningful experiences, such as work-related learning and community activities. These help them to apply the skills that they have learned in real-life situations.

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What it's like to be a pupil at this school

Pupils are happy, settled and feel safe. They are well known and understood by staff. Pupils have positive and trusting relationships with staff in school. This helps them to feel secure and ready to learn each day. Pupils are well supported to understand their feelings and communicate their needs. They are taught to use communication approaches that work for them. Pupils are calm and learn how to manage their emotions. Consequently, behaviour is positive and consistent across the school.

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What it's like to be a pupil at this school

Pupils are kind to each other. They learn how to build positive relationships through daily experiences and lessons. Pupils are supported to understand how behaviour can have a negative or positive impact on others. They learn how to show respect and kindness, which they show constantly. Pupils are rarely affected by bullying. If any concerns arise, staff act quickly to support and resolve them. Pupils feel listened to and know that adults will help them.

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What it's like to be a pupil at this school

Pupils enjoy their learning because it is matched to their individual needs and interests. Pupils take part in a wide range of activities that help them develop communication, independence and confidence. Pupils engage well in lessons and are supported by staff who understand how they learn best. Pupils benefit from a calm and structured environment, which helps them to focus and succeed.

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What it's like to be a pupil at this school

Pupils achieve well over time. They make progress from their various starting points, especially in communication, reading and early mathematics. Pupils develop important life

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Team inspector:

Helen Jones, Ofsted Inspector skills that help them become more independent and prepared for the future. Students in post-16 take part in experiences that support their next steps into adulthood.

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Team inspector:

Pupils grow, achieve and thrive at this nurturing school. They benefit from the care that the school and governors have for them all. This is a truly supportive school environment.

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Next steps

Leaders should ensure that the progression of knowledge and skills for pupils' wider development is consistently and precisely mapped across all curriculum areas. This will make sure that pupils experience a coherent, well sequenced development of personal skills in every area of the curriculum, including in the post-16 provision.

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About this inspection

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

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, the senior leadership team, the governing body and a representative from a placing local authority, during the inspection.

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About this inspection

St Johns RC school is a non-maintained special school. It provides education for pupils with severe and moderate learning difficulties and autism. Pupils have complex needs. They all have an education, health and care plan.

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About this inspection

All places for pupils are commissioned by various local authorities in the area.

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About this inspection

The school makes use of one unregistered alternative provider.

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About this inspection

The chair of the board of governors in this school is Sister Julie Rose. At the time of the inspection, 99 pupils were on roll.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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