St John's Catholic Primary School

St John's Catholic Primary School

Address: School Lane, Great Haywood, Stafford, Staffordshire, ST18 0SL Unique reference number (URN): 142213

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Personal development and wellbeing Strong standard

Leaders provide a well-planned and ambitious programme for personal development and wellbeing. It is carefully organised so that pupils experience a wide range of opportunities as they move through the school. These experiences include exciting and well-planned trips and after-school clubs that develop pupils' talents and interests. The personal development programme is underpinned by the school's deeply embedded values and commitment to inclusion.

p.2

Personal development and wellbeing Strong standard

Through the personal, social and health education curriculum, pupils learn about relationships, including how to stay safe both online and offline, in a way that is appropriate for their age. Pupils also develop a clear understanding of fundamental British values, such as respect, democracy and tolerance. This prepares them well for life in modern Britain.

p.2

Personal development and wellbeing Strong standard

The school places importance on helping pupils become responsible and caring members of society. Through charity work, community projects and environmental activities, pupils contribute positively to the wider community. They take on collective leadership roles, planning community events and develop confidence in speaking and presenting to others in competitions, celebrations and performances, both within the local community and beyond.

p.2

Personal development and wellbeing Strong standard

Pupils show respect for people from different backgrounds and demonstrate an understanding of diversity. They speak positively about inclusion and show kindness towards peers. Disadvantaged pupils are supported well to take part fully in all opportunities.

p.2

Personal development and wellbeing Strong standard

Pastoral care is a central aspect of the school’s work. Staff know pupils and their families incredibly well and provide highly effective support when needed. Pupils benefit from engaging in projects, such as a focus on living sustainably, which helps them to become responsible, thoughtful and engaged individuals. Overall, pupils leave the school as confident, considerate and well-rounded young people ready for their next stages in education.

p.2

Achievement Expected standard

Pupils generally achieve well overall across the curriculum. In national assessments, the proportion of pupils reaching the expected standard in reading, writing and mathematics is consistently above national averages. Pupils develop secure early reading skills through effective phonics teaching and many produce clear, legible written work.

p.2

Achievement Expected standard

Pupils with special educational needs and/or disabilities typically make progress from their starting points due to targeted support and effective monitoring. Across subjects, pupils gain appropriate knowledge that prepares them well for the next stage of their education. However, fewer pupils reach the highest standards in national tests, particularly in reading and mathematics. Pupils generally gain the knowledge they need. However, opportunities in lessons to develop key skills and deepen learning are sometimes limited across the curriculum. As a result, some pupils do not achieve as well as they could.

p.2

Attendance and behaviour Expected standard

Leaders place a clear focus on securing positive attendance and have established thorough systems and processes that have improved attendance more recently. Attendance rates are now in line with national averages and most pupils attend well. Attendance is tracked closely for individuals and groups, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders intervene quickly if attendance becomes a concern and work well with families to improve attendance through supportive conversations and, where appropriate, further multi-agency action.

p.3

Attendance and behaviour Expected standard

Behaviour is positive across the school. Pupils understand expectations and respond well to staff guidance. They behave well in lessons and during social times. Staff use consistent and calm approaches to support pupils, including those who need additional help to manage their emotions. The school keeps detailed records to identify patterns and provide support. Pupils who struggle to regulate their emotions receive personalised support. The school promotes a respectful and inclusive environment. Incidents of any unkind behaviour, bullying or discrimination are very rare. However, pupils are confident that if this does happen, staff would quickly resolve any issues that arise.

p.3

Curriculum and teaching Expected standard

Leaders have developed an ambitious and thoughtful curriculum that supports the teaching of mixed-age classes. Leaders provide clear direction for the curriculum and place a high priority on securing firm foundations in early reading, mathematics, language and communication. Phonics is taught consistently and effectively, helping pupils to develop confidence in reading. Teachers create calm and purposeful classrooms, where pupils are ready to learn. They adapt teaching effectively to support pupils with special educational needs and/or disabilities, enabling them to access the curriculum successfully alongside their peers.

p.3

Curriculum and teaching Expected standard

The curriculum identifies clearly the knowledge that pupils need to learn and when. Across the curriculum, there is a clear focus on pupils developing subject-specific vocabulary and promoting speaking and listening. Generally, the teaching is effective in developing pupils' knowledge over time, however, teaching does not always provide enough challenge or depth, particularly for pupils who are capable of achieving more highly. Opportunities for extended writing and deeper thinking are limited in some subjects. For example, in areas such as history and geography, pupils do not always have enough opportunities to investigate, interpret information or make choices about how to present their learning. Leaders are aware of these areas and are working to improve consistency and depth.

p.3

Early years Expected standard

Leaders have a clear and accurate understanding of the quality of the early years provision. Supported by the trust, they ensure that staff are provided with the support they need to continue to refine and develop the provision. Staff create a nurturing and welcoming environment, where children feel safe and settled. They build positive relationships with children and establish clear routines that help them to settle quickly into the life of the school. Children quickly become familiar with expectations and engage in a range of activities. The curriculum places an appropriate emphasis on early reading with phonics taught effectively. Children begin to develop key skills in early reading and mathematics and most show sustained concentration, when activities are structured well. Staff support children with additional needs so they can take part in learning alongside others.

p.4

Early years Expected standard

Typically, children achieve well across all areas of learning with particular strengths in their personal and social development. However, at times, adult interactions do not always extend children’s language or deepen their thinking. In addition, children are not always reminded of the key skills they need to develop their early writing skills, such as correct posture. As a result, children do not achieve as highly as they could.

p.4

Inclusion Expected standard

The school has clear systems to identify and support pupils with special educational needs and/or disabilities (SEND). Staff use a graduated approach that includes careful assessment, planning, support and review. Leaders provide effective oversight and work closely with teachers, parents and carers and external professionals to ensure that pupils’ needs are understood and met.

p.4

Inclusion Expected standard

Pupils with SEND access learning alongside their peers through classroom teaching and well-considered adaptations. Targeted interventions provide additional support, where needed, and leaders monitor their impact closely. As a result, pupils with SEND engage positively in school life and make progress from their starting points.

p.4

Inclusion Expected standard

Leaders understand the needs of vulnerable pupils well and ensure that the provision is inclusive. They use additional funding wisely to ensure that disadvantaged pupils receive the support they need. All pupils benefit from wider opportunities and feel part of the school community. The use of alternative provision is appropriate and supports pupils’ needs.

p.4

Inclusion Expected standard

Leaders recognise that further work is needed to ensure that all staff have the expertise to know how best to support all pupils with SEND.

p.4

Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the school’s strengths and areas for development. They prioritise safeguarding, inclusion and pupil wellbeing. They work closely with the trust, which provides support, professional development and additional expertise. Staff value these opportunities and feel supported in their roles. Leaders engage positively with parents and carers and the local community, reflecting the school’s role within a small village setting. They identify the right priorities for improvement and embed changes thoughtfully and in a measured way.

p.4

Leadership and governance Expected standard

Governance is well organised and effective. Local and regional governors work closely with trust leaders and maintain clear oversight of the school’s work. They visit the school regularly, review key information and check that actions lead to improvement. Governors understand their statutory responsibilities and fulfil them effectively, particularly in relation to safeguarding. Governors provide both support and challenge to leaders, focusing on important areas, such as inclusion, early reading, communication skills and mathematics. They also ensure that pupils, including those who are disadvantaged, are well supported to learn well and access wider opportunities.

p.5

Leadership and governance Expected standard

Leaders take account of staff workload and wellbeing and staff report that they feel valued. They benefit from a range of professional development opportunities that continue to improve their knowledge and expertise. Overall, leadership and governance provide a clear direction for the school, placing pupils' best interests at the heart of their decision-making.

p.5

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

This small village school at the heart of its community is part of a large trust, which provides wider opportunities and support for pupils and staff. Pupils enjoy coming to school and speak positively about their learning and friendships. They learn in calm, well-organised classrooms, where relationships with staff are warm and respectful. Pupils feel safe and know that adults listen to them and act on any concerns. They are confident that if bullying or unkind behaviour were to occur, it would be dealt with quickly and effectively.

p.5

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

Pupils generally engage well in their lessons and show positive attitudes to learning. They take pride in their work and benefit from a curriculum that builds their knowledge over time. The school takes effective steps to reduce barriers to learning. Pupils with special educational needs and/or disabilities are supported carefully so they can take part in learning alongside their peers. Most pupils achieve well and the proportion of pupils who achieve the expected standard in national tests exceeds national averages. They are prepared well for the next stage of their education.

p.5

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

Most pupils attend well and staff work closely with families to support regular attendance if attendance becomes a concern. Pupils behave well in lessons and at social times, contributing to a calm and purposeful environment. They take part in a wide range of wider experiences, including a range of enrichment activities, community projects and charity work. These opportunities help pupils develop confidence, responsibility and a sense of belonging. The school's values are deeply embedded across all aspects of school life and pupils explain how these values help shape the decisions they make. Pupils benefit from a positive and inclusive experience that supports both their academic progress and personal growth.

p.5

Lead inspector:

Catherine Young, His Majesty's Inspector

p.6

Next steps

Leaders should ensure that teaching provides sufficient depth and challenge for pupils who can achieve more highly to reach the highest standards across the curriculum. Leaders should ensure that staff develop consistent expertise in meeting the needs of pupils with special educational needs and/or disabilities. Leaders should ensure that staff interactions with children in the early years consistently support children’s language development and early writing skills.

p.6

About this inspection

This school is part of St Gabriel the Archangel Catholic muti-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 (CEO), Toni Ellis, and overseen by a board of trustees, chaired by Julia Bridgewater.

p.6

About this inspection

There is an executive headteacher, Karen Bennett, who also has responsibility for this school and another.

p.6

About this inspection

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

p.6

About this inspection

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

p.6

About this inspection

Inspectors spoke with the executive headteacher, the co-headteachers, staff, pupils and parents and carers. They also spoke with the CEO, the Catholic senior executive leader, the chair of trustees, members of the regional governing group and local governors. They also spoke with the archdiocese.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school is registered as having a Catholic religious character. It is in the Archdiocese of Birmingham. Its last section 48 inspection was December 2019.

p.6

About this inspection

The school currently makes use of one registered alternative provision.

p.6

About this inspection

Co-heads of school: Lucy Snaith and Matthew Hammersley

p.6

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.

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.10

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.

p.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.11

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.13

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.

p.14

national average

2023/24 (3 term) 5.3% 5.5% Close to average

p.14

national average

2022/23 (3 term) 5.8% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

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

p.14

national average

2022/23 (3 term) 18.6% 16.2% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

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 .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15