St John's Church of England Primary School

St John's Church of England Primary School

Address: Rufford Road, Crossens, Southport, Merseyside, PR9 8JH Unique reference number (URN): 104894

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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 Expected standard

Leaders keep a close eye on attendance which is broadly in line with the national average. Persistent absence is lower than national levels, including for pupils who are disadvantaged or who have special educational needs and/or disabilities. Leaders identify pupils at risk of low attendance and act early. They have clear systems and act quickly if pupils are absent. Leaders work with parents and carers and other professionals to help pupils to attend school regularly. Targeted support helps pupils who face barriers to attendance to come to school more regularly. This includes breakfast club and a flexible approach to uniform. These actions improve attendance for individuals. Leaders’ work is securing continued improvement.

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Attendance and behaviour Expected standard

Pupils behave well and show positive attitudes to learning. Routines are clear and expectations are consistent. Leaders and governors monitor behaviour closely and take effective action when needed. Bullying is rare and dealt with quickly and effectively. Discrimination or unkind behaviour is not tolerated. This helps pupils to feel safe. Classrooms are calm which allows pupils to focus on learning. If pupils need additional support, a range of strategies are used to help ensure that learning is not disrupted. Suspensions are used appropriately and as a last resort.

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Inclusion Expected standard

Leaders place inclusion at the centre of their work. They identify pupils’ needs without delay and then carefully consider how to remove any barriers to learning or wellbeing. Staff use well-structured plans, targeted support and regular review meetings to check what is working and adjust provision so that no pupil is left behind.

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Inclusion Expected standard

Leaders support disadvantaged pupils well. They use additional funding to provide extra teaching, high-quality pastoral care and access to wider opportunities, including enrichment activities and visits. This improves attendance and helps pupils to be engaged in their learning.

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Inclusion Expected standard

Staff receive training and use advice from specialists to develop their teaching. In lessons, teachers adapt tasks so that pupils learn alongside their peers and feel included. Pupils with special educational needs and/or disabilities make steady steps of progress from their starting points.

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Inclusion Expected standard

Leaders support pupils known to social care. Warm, trusting relationships sit at the heart of this work. Staff work closely with families and other professionals. This helps pupils to feel safe, valued and included. Other groups, including young carers, receive tailored support and benefit from the school’s nurturing pastoral care.

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Personal development and wellbeing Expected standard

Leaders make personal development and wellbeing a clear priority. They plan a broad programme that helps pupils to learn about physical health, different types of families and

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Needs attention

how to be a good friend. Pupils learn to tell right from wrong and about different beliefs and cultures.

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Needs attention

Pupils take part in assemblies, visits and work in the community. For example, in Year 5, pupils visit a local care home to sing to residents. This helps pupils to build confidence and show care for others. Pupils learn to respect difference. They experience British values through class votes, group discussions and leadership roles. Pupils take on responsibilities that support the school day. For example, members of the 'joy team' and sports’ ambassadors help other pupils and support activities. These opportunities help pupils develop as young citizens and prepare them for life in modern Britain.

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Needs attention

Visitors to the school, including the police, fire service and lifeboat service, reinforce key safety messages. Their visits help pupils learn how to stay safe in the local area, where water safety is an important consideration.

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Needs attention

Pupils take part in a wide range of activities including sport, music and performance. Clubs are very well attended and leaders ensure that pupils who are disadvantaged and those with special educational needs and/or disabilities take part fully in the wider life of the school.

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Needs attention

Leaders provide effective pastoral support. Staff identify pupils’ needs early and respond quickly. Many pupils benefit from targeted help to support their wellbeing, confidence and social skills. The school works closely with parents and carers and external professionals. Additional funding ensures that all pupils can take part in the residential trip and other activities. Pupils say that adults listen to them and help them. They feel safe and valued at St John’s.

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Achievement Needs attention

Achievement is uneven. In reading, writing, phonics and mathematics, it varies between year groups. Too many pupils do not secure early reading knowledge and skills. Gaps in pupils' phonics knowledge limits later fluency and comprehension. Writing is inconsistent, with some weaknesses in spelling and grammar. Leaders have high ambitions but this is not realised in these areas of the curriculum. Staff's checks on pupils' learning do not consistently address errors or help pupils to catch up. Some pupils are not as prepared for their next steps as they should be.

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Achievement Needs attention

There is improvement in some identified areas. The proportion of pupils meeting the expected standard in reading, writing and mathematics combined has risen year on year. In national tests in mathematics and the multiplication tables check, attainment is close to the national average. Disadvantaged pupils attain well compared with peers nationally. Support is targeted effectively so that pupils with special educational needs and/or disabilities make progress from starting points.

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Curriculum and teaching Needs attention

The teaching of reading, writing and mathematics is not as effective as it should be. This includes the school’s phonics programme. Staff have access to some training and professional development but this has had variable impact. Errors made by pupils are sometimes not picked up or, when they are, pupils are not supported to address these. This is especially the case in reading and writing where pupils at the earlier stages of learning are not well supported to secure the knowledge that they need. This includes some pupils with special educational needs and/or disabilities (SEND).

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Curriculum and teaching Needs attention

Leaders’ actions have focused on the design of the curriculum. This work has been successful. Each subject’s curriculum is designed to teach pupils everything that they should learn. Leaders are ambitious and want pupils to achieve well. In science and the wider curriculum this has had a positive impact. Teaching ensures that pupils are taught all that they should so that they can build on prior learning and remember it. In these subjects, staff adapt activities well so that pupils with SEND can access lessons alongside their peers.

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Early years Needs attention

Children in the Reception Year experience some inconsistencies in teaching and learning. Over time, this has meant that some children are not as prepared for the next stage of their education as they should be. Leaders have started to make changes. However, teaching does not yet help all children to secure key knowledge in phonics, writing and mathematics. This is because staff do not organise or deliver the curriculum with enough precision.

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Early years Needs attention

Leaders have ensured that the curriculum covers all required areas of learning. It is well planned. However, improvements to teaching are still at an early stage and are not embedded in daily practice. Staff do not always build on what children already know or adapt activities sufficiently for pupils with special educational needs and/or disabilities (SEND). This slows children’s progress over time. As a result, some children, including some with SEND, do not achieve as well as they should and are not sufficiently ready for Year 1.

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Early years Needs attention

Children are happy and enjoy coming to school. Staff help them to settle into routines quickly. Children enjoy learning and playing with their friends. Relationships between staff and children are positive. This helps children to feel safe and supported.

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Leadership and governance Needs attention

Leaders understand the school’s context and know pupils and their families well. They have identified some priorities for improvement. However, at times, these priorities lack precision and urgency to bring about change. They do not focus on all of the key aspects of the school’s work. In particular, they do not give enough attention to the quality of curriculum and teaching and pupils’ achievement. This limits the impact of leaders’ actions over time. Governors are committed but do not have a clear enough view of the quality of the curriculum, teaching and achievement. This means they do not hold leaders to account well enough. Where leaders identify precise priorities, there is clear impact. For example, improvements to pupils' behaviour, mathematics teaching and the early years curriculum are evident.

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Leadership and governance Needs attention

Leaders place a clear focus on inclusion, personal development and pastoral care. This helps to bring the school community together and creates a shared sense of belonging. Staff feel valued and enjoy working at the school. Leaders provide opportunities for professional learning, although it is too early to see consistent improvements in teaching. Parents and carers value the school and speak positively about its work. The school engages well with families and the wider community through regular communication and events.

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

Pupils enjoy attending this small, close-knit school where there is a clear sense of community and joy. Staff and pupils work and learn together in a calm and purposeful environment. The school’s Christian values, including respect and truthfulness, guide everyday life at the school and help staff set high expectations for pupils’ behaviour and learning. Staff make every effort to ensure that pupils feel welcome, safe and supported. Practical support, such as the uniform store and foodbank, reflects leaders’ deep understanding of their community. Pastoral care is central to the school’s work and helps pupils feel secure, valued and ready to learn.

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

Pupils’ attainment has improved, particularly in mathematics, where results are in line with the national average. Disadvantaged pupils also achieve well. However, pupils’ results in reading, phonics and writing are less consistent. In these areas, some pupils do not achieve as well as they could or develop the knowledge and skills that they need for the next stage of their education.

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

Pupils behave well and enjoy school. Bullying is not tolerated and dealt with swiftly if it does occur. From the early years, pupils are encouraged to be themselves and take pride in their work. Classrooms are purposeful and pupils show kindness and consideration towards each other. Relationships between staff and pupils are warm and respectful. Pupils' attendance is positive. When it falls below expectations, staff act quickly and work closely with families to support regular attendance.

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

Pupils are proud of their school, especially its sporting successes. They enjoy a wide range of clubs and activities and are encouraged to try new experiences as well as build their existing skills and talents. Opportunities to take on responsibility, such as pupil leadership roles, help pupils to grow in confidence. Pupils with special educational needs and/or disabilities are fully included in all aspects of school life.

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Next steps

Leaders should ensure that staff have the training that they need to deliver the curriculum consistently well, including in the early years.

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Team inspectors:

David Spruce, His Majesty's Inspector Matthew King, 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. Leaders should ensure that staff consistently identify pupils’ errors and misconceptions and support pupils to address these. Leaders should ensure that pupils achieve consistently well in reading, writing and mathematics, including in the early years, so pupils are better prepared for their next stages of education. Leaders, including those responsible for governance, should strengthen their oversight and challenge to ensure that the actions they take to bring about improvement are precise and timely.

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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 HMIs.

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About this inspection

The chair of the board of governors in this school is Robert Corbett.

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About this inspection

Inspectors spoke with the headteacher and other staff, a representative of the diocese, a representative of the local authority and members of the local governing board, including the chair of governors, during the inspection.

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About this inspection

This school is registered as having a Church of England religious character. The school is part of the Diocese of Liverpool and had its last section 48 inspection, for schools with a religious character, in May 2025. The next section 48 inspection is due in 2030/31.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

Headteacher: Phil Thomson This data is from 9 June 2026

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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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average

2024/25 (final) 62% 62% Close to average

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average

2023/24 (final) 54% 61% Close to average

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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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average

2022/23 (final) 75% 73% Close to average

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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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average

2024/25 (final) 73% 72% Close to average

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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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average

2024/25 (final) 73% 74% Close to average

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average

2023/24 (final) 75% 73% Close to average

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average

2022/23 (final) 71% 73% Close to average

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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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average

2023/24 (final) 43% 46% Close to average

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average

2022/23 (final) 43% 44% Close to average

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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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national average

2023/24 (final) 57% 62% Close to average

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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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average

2022/23 (final) 57% 58% Close to average

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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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average

2023/24 (final) 57% 59% Close to average

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average

2022/23 (final) 71% 59% Close to average

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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 (3 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 6.6% 5.9% 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 (3 term) 12.1% 13.0% Close to average

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national average

2023/24 (3 term) 13.0% 14.6% Close to average

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national average

2022/23 (3 term) 17.0% 16.2% 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

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Urgent improvement

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