St John XXIII Catholic Primary School

St John XXIII Catholic Primary School

Address: 1 India Way, London, W12 7QT Unique reference number (URN): 149641

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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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Achievement Strong standard

Pupils achieve well at this school. As they progress through the curriculum, they develop knowledge successfully and apply it with growing fluency. This includes gaining the phonics knowledge and early reading, writing and mathematics skills needed to learn subject content in the wider curriculum with confidence. Children leave the Reception Year ready for the challenges of Year 1. Across the school, pupils are well prepared as they make the move to each new stage of their education.

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Achievement Strong standard

Pupils' recall and depth of knowledge in reading, writing and mathematics are reflected clearly in their outcomes in national assessments. Their attainment in these subjects is significantly above national averages at the end of key stage 2. Pupils from disadvantaged backgrounds are particularly successful. They achieve well, both in comparison with disadvantaged and non-disadvantaged pupils nationally, by the end of Year 6. Pupils with special educational needs and/or disabilities also progress well through the curriculum.

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Attendance and behaviour Strong standard

Overall pupil attendance is close to national averages. However, attendance for the high proportion of pupils with special educational needs and/or disabilities and those who are disadvantaged has consistently remained above national averages. Very few pupils are persistently absent. Leaders take effective action to continue to improve rates of attendance. They monitor attendance closely and analyse any patterns for different groups of pupils. This ensures that leaders step in to work closely with families and offer guidance and support where needed. This includes, for example, supporting families by offering places in the school's breakfast club.

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Attendance and behaviour Strong standard

Pupils' behaviour across the school is exemplary. Well-established routines at the start of the day promote a friendly and orderly beginning to learning. Pupils move around the building calmly and sensibly. They are polite and articulate when spoken to. Pupils listen respectfully to their fellow pupils' views and ideas during discussions.

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Attendance and behaviour Strong standard

The behaviour policy reflects the school’s shared values and rules. Leaders set high expectations that are understood by pupils. Leaders readily adapt behaviour routines to ensure continuous improvements. For example, changes to the structure of playtimes have led to further improvements to behaviour on the playground. Pupils are positive about behaviour in the school. They trust staff to deal with any issues, including bullying or unkindness, quickly and fairly. They also appreciate the rewards they receive for good behaviour, such as certificates in a weekly celebration assembly.

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Inclusion Strong standard

The school focuses on quickly getting to know every pupil's individual needs as soon as they start, including pupils with special educational needs and/or disabilities (SEND). Leaders' constructive and close collaboration with parents and carers, pupils and supporting professionals helps staff to understand pupils well. As a result, leaders quickly pinpoint any barriers to learning and ensure that staff provide highly effective support and adaptations to help pupils to learn.

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Inclusion Strong standard

Leaders draw on a wide range of external expertise to support pupils’ learning. For example, a variety of professionals provide specialist SEND training and advice for teaching staff. Teachers make skilful adaptations to the way that the curriculum is delivered for pupils who need it. Careful checks on how well pupils learn are used to decide whether further adjustments are required to help pupils’ learning.

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Inclusion Strong standard

Additional funding is targeted carefully to have the maximum impact for disadvantaged pupils so that they can reach their potential. This support enables pupils to engage positively with their learning. The school ensures that all pupils have access to the exciting range of enrichment activities available in school. For example, leaders arrange one-to-one support to help some pupils with SEND to attend after-school clubs.

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Personal development and wellbeing Strong standard

Leaders provide an extensive and well-structured personal development and wellbeing offer that is embedded in everyday learning. It makes sure that all pupils, including disadvantaged pupils, are able to make the most of this offer. Pupils appreciate how the school develops their characters. For example, it helps them to be ambitious in their learning, as well as kind and supportive to others. Pupils demonstrate their understanding of fundamental British values in their learning, ideas and in how they behave. For example, pupils understand and show respect for the differences between people by learning about different faiths and beliefs. Pupils also debate and discuss ethical issues thoughtfully.

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Personal development and wellbeing Strong standard

The school helps pupils to value diversity and celebrate the different cultural backgrounds of pupils' families. For instance, the school's annual ‘international week’ culminates in an opportunity for staff, pupils and their families to share and enjoy different foods. Leaders enhance this work further by ensuring that pupils see themselves and their heritage reflected in the curriculum they learn.

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Personal development and wellbeing Strong standard

Pupils, including those with additional needs, benefit from a wide range of activities to enrich their learning. This includes, for example, after-school clubs for art, drama and football, anti- racism workshops and visits from the police and the fire brigade. Pupils learn how to keep themselves safe, including online. They know how to report any concerns they may have.

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Personal development and wellbeing Strong standard

Pupils are proud of the ways they help to improve the school. For instance, pupils are actively involved in raising money for different charities. Pupils on the eco committee help make the school more eco-friendly. The school provides older pupils with information about future careers. For example, professionals from fields such as journalism and science visited the school to talk to pupils during 'careers day'. Pupils recognise how learning in school can contribute to success in their future goals.

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Personal development and wellbeing Strong standard

The school's suitable relationships and health education programme has been developed with input from families. Resources and curriculum content are shared with parents and carers, and staff are available should parents have further questions.

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Curriculum and teaching Expected standard

Leaders have created an ambitious, broad and balanced curriculum. Learning is carefully sequenced so that pupils build their knowledge over time. The curriculum sets out clearly what pupils need to know in each subject and year group. Leaders have an accurate understanding of the quality of teaching. They ensure that teachers have suitable training and appropriate subject knowledge so that the curriculum is taught well overall.

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Curriculum and teaching Expected standard

The curriculum is designed and taught to ensure that pupils successfully develop important basic skills in reading, writing and mathematics. Teachers generally present learning clearly and check pupils’ understanding so that any gaps are addressed. Staff know pupils well. They skilfully adapt the curriculum and teaching for those who need extra help, including disadvantaged pupils and those with special educational needs and/or disabilities. These adaptations mean that pupils can learn successfully alongside their peers.

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Curriculum and teaching Expected standard

Teachers use a range of effective strategies to help pupils learn new content. For example, they show pupils how to be successful using examples and visual resources. This supports pupils to build their understanding and apply what they know independently. Typically, teaching also helps pupils to develop their vocabulary and spoken language. For instance, pupils engage in useful discussions with their peers. However, in the wider curriculum subjects, some teaching selects activities that are not as well suited as they could be in helping pupils to understand and remember the intended learning.

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Early years Expected standard

The early years curriculum is carefully designed. It has a sharp focus on communication, language and early mathematics. The teaching of reading is well embedded. Children enjoy stories being read to them. Texts are used well to enrich and inspire learning. For example, children draw their own version of the main character from stories they have listened to and write simple sentences about them.

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Early years Expected standard

Classrooms are purposeful and well-resourced environments. Children take part in a wide variety of activities designed to extend their learning, such as opportunities to develop their physical skills. For example, they enjoy practising balancing on a beam, climbing and playing in the mud kitchen.

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Early years Expected standard

Some staff skilfully interact with children to encourage the use of rich language. However, this is not consistent. Some teaching is less successful in extending children's language and vocabulary. This means that, at times, children are not encouraged as effectively as they could be to improve their language skills and develop confidence in using new words.

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Early years Expected standard

Staff support children effectively to manage emotions. For example, staff model positive behaviours, such as taking turns at serving tea in the mud kitchen. Leaders ensure that careful checks on learning identify any gaps in children’s understanding and inform their next steps in learning. Staff build warm relationships with parents and carers, including, for example, through the school's weekly 'open-house' session. Overall, children are well supported to be ready for their next stage of learning in Year 1.

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Leadership and governance Expected standard

Leaders have a clearly planned and ambitious vision to ensure a high-quality curriculum, teaching and wider development offer for pupils. This vision forms the basis for leaders' actions and decisions. They focus on ensuring that all pupils know that they can succeed in whatever area they choose. Pupils are well supported to be prepared for and confident about the next stage of education and to develop aspirational goals for later life.

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Leadership and governance Expected standard

Leaders have a clear view of the school's strengths and areas that need further development. They make effective use of a wide range of specialist support, reflecting their determination that pupils of all backgrounds and starting points will succeed. Those pupils who need it receive support across different curriculum subjects or wider support for their wellbeing. For example, the school organises speech and language support and play therapy, and it helps pupils learn to manage their emotions.

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Leadership and governance Expected standard

Staff feel highly valued and are proud of their school. They appreciate leaders' consideration of their workload and wellbeing. Staff praise the professional learning that they receive, especially how this helps them to support the needs of all pupils.

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Leadership and governance Expected standard

The trust and governors challenge leaders to ensure that the school continues to improve, including ensuring that the school sustains its welcoming and inclusive ethos. They fulfil their statutory duties. Parents and carers are highly positive about the school. Many appreciate the nurture and support that staff provide for their children.

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

Pupils are happy and safe at this school. They learn in a highly inclusive and ambitious environment where every pupil is valued and supported to thrive. Pupils’ behaviour is calm and respectful. They are polite and helpful to staff and to each other. In the playground, pupils play together harmoniously. Pupils say that bullying rarely happens. They know that if they have a concern, there is a member of staff who will help them and deal with any worries swiftly.

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

Pupils are eager to discuss what they have learned. They enjoy the opportunity to expand on their thoughts and ideas about what they know. Pupils feel well supported by staff and agree that, ‘There is always someone that can help you.’ The majority of pupils attend school regularly. They know it is important for their future success, and they enjoy the interesting lessons.

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

Leaders have created a broad and balanced curriculum where pupils' knowledge and skills are developed progressively as they move through the school. This is particularly true in reading, writing and mathematics. By the time pupils leave the school, their achievement in the end of key stage 2 assessments is above the national average for these subjects. This includes pupils who are disadvantaged or those with special educational needs and/or disabilities. Pupils leave the school well prepared for the next stage of their education. The school provides a wide range of experiences to bring the curriculum to life for pupils and to help deepen their understanding. This include various educational outings, such as to museums and galleries. Many pupils follow their interests at different clubs. They also develop their teamwork skills and resilience, for example, by taking part in sporting events. Music is a standout feature of the school's wider offer. Pupils value opportunities to learn to

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

play a wide range of instruments and perform in the band and the choir.

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Next steps

Leaders should strengthen teachers’ expertise in promoting pupils' learning through the selection of activities and resources that are tightly matched to the school’s curriculum aims. Leaders should further increase the expertise of early years staff in building and deepening children’s language and communication skills.

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About this inspection

This school is part of Saint John Southworth Catholic Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Stubbings, and overseen by a board of trustees, chaired by Mary Bennett.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders and subject leaders. They also held meetings with members of the local governing body and the trust during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

This school is registered as having a Roman Catholic religious character. The school’s most recent section 48 inspection was in November 2024.

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About this inspection

The school converted to become an academy in April 2023.

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Team inspectors:

Sean Flood, Ofsted Inspector Helen Lockey, Ofsted Inspector

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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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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national average

2024/25 (2 term) 4.5% 5.2% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 10.6% 13.3% Close to average

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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