John Randall Primary School

John Randall Primary School

Address: Queen Street, Madeley, Telford, Shropshire, TF7 4DS Unique reference number (URN): 123445

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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 are determined to do all they can to improve attendance for all. Staff check attendance daily, identify patterns and act decisively when concerns arise. Regular attendance is celebrated. Leaders work closely with families and external professionals to support pupils whose attendance is less regular. They use tailored and targeted support to reduce barriers, such as the free breakfast club. Staff being available at the start of the day has a positive impact on attendance. Attendance of disadvantaged pupils and those with special educational needs and/or disabilities is broadly in line with national figures over time. Pupils new to the school often arrive with poor attendance habits. The school works hard to support and address this.

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Attendance and behaviour Expected standard

Staff build positive relationships with pupils, supporting them to take responsibility for their own conduct. Leaders have established a clear behaviour policy that staff apply consistently. They use positive language and calm routines that help pupils understand what is expected. Leaders and staff model respectful behaviour. Pupils generally follow school rules and routines successfully, enabling learning to take place in a purposeful and calm environment. This begins in the early years, where staff set clear expectations. Records show that discrimination or harassment is dealt with quickly and not tolerated. Pupils know what bullying means. They trust staff to deal with any issues swiftly.

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Curriculum and teaching Expected standard

Leaders have made considerable changes to the curriculum since the last inspection. It is now broad and ambitious, clearly setting out what pupils should learn and remember. Staff typically implement the curriculum well. They have secure subject knowledge due to carefully planned training opportunities. Staff ensure pupils learn new vocabulary. Leaders understand where to further improve teaching.

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Curriculum and teaching Expected standard

Phonics is taught in a structured and consistent way. In mathematics, there is a consistent approach in lessons. Daily handwriting practice has improved letter formation. Leaders recognise there are some pockets of inconsistency to address. Pupils are encouraged to edit and improve their work. At times, this is not consistent and errors are not addressed.

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Curriculum and teaching Expected standard

Wider curriculum subjects are planned well and taught effectively. Teaching typically develops pupils’ knowledge and skills. Big and small questions develop pupils’ interest in what is being taught. Pupils have opportunities to practise and apply skills learned in English and mathematics in other subjects, such as science and history.

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Curriculum and teaching Expected standard

Support staff are deployed effectively and quickly spot when pupils need extra help. Systems are in place to help pupils secure knowledge or catch up. Adjustments for pupils with special educational needs and/or disabilities and for those facing other barriers are generally well matched to pupils' needs.

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Early years Expected standard

Staff provide a nurturing, carefully considered education in early years, ensuring children make a positive and happy start to school life. Generally, children make positive progress through the curriculum so that, by the end of the Reception Year, they are ready for Year 1.

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Early years Expected standard

Children get off to a positive start in Nursery. Staff are skilled in building relationships and establishing early expectations and routines. Activities are thoughtfully planned and create an exciting environment where children can explore. For example, children experience live snails to spark conversation and questions.

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Early years Expected standard

Children in the early years benefit from a carefully considered curriculum that provides them with the foundations they need to support their learning. From the outset, staff focus sharply on developing children’s language. They model language clearly through high-quality interactions. Children build secure phonics knowledge and develop important early reading and mathematical skills.

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Early years Expected standard

Those with special educational needs and/or disabilities or other barriers to their learning are supported effectively and fully included in all activities.

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Early years Expected standard

Teachers use their checks effectively to adapt activities so that children generally make the expected progress. The curriculum provides regular opportunities for children to practise and apply what they have learned, helping them deepen their understanding.

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Inclusion Expected standard

From the start of the school day, leaders and staff prioritise support for more vulnerable pupils, including those with special educational needs and/or disabilities. The school nurtures each pupil individually by providing a safe and inclusive environment. Leaders take account of the varied types of need in the school when they make decisions. Pupils’ needs are identified quickly and accurately through an established approach, with parents and carers involved at every stage.

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Inclusion Expected standard

Leaders provide staff with appropriate training so they can support pupils successfully in class. Teachers use adaptations in their classrooms so all pupils can access the curriculum. Leaders carefully check on the impact their actions have on pupils’ learning. They adjust strategies quickly to match provision to needs.

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Inclusion Expected standard

The school engages effectively with a range of external support, including the virtual school. This ensures that pupils get the right support at the right time.

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Inclusion Expected standard

The special educational needs resource, 'The Horizon Room', is a nurturing, well-considered space. Staff are skilled in developing pupils’ confidence, communication, language and social skills. This is a highly effective part of the school’s provision.

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Inclusion Expected standard

Leaders use additional funding effectively to support disadvantaged pupils. For example, the school employs a staff member dedicated to supporting pupils' emotional and social needs.

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Leadership and governance Expected standard

School leaders, staff and governors keep pupils’ needs at the heart of their decision-making. They are determined to improve the experiences for every pupil. Leaders have an accurate understanding of the school’s strengths and areas that require further improvement. They take purposeful action to address these areas.

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Leadership and governance Expected standard

Those responsible for governance provide effective support and challenge. They visit regularly, speaking to staff, pupils and parents to gain their views. They fulfil their statutory duties securely, including safeguarding and oversight of funding. They maintain a clear focus on continuing to improve outcomes and opportunities for all pupils. This is a strength of the school.

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Leadership and governance Expected standard

Staff are proud to work at John Randall Primary. They feel valued and appreciate the steps leaders take to support their workload and wellbeing. Staff benefit from a clear training programme that develops their skills. Leaders engage well with external professionals to support pupils’ learning and development. Teaching staff also appreciate the support they get from external professionals, such as the educational psychologist. Those who are at the early stages of their teaching career are well supported.

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Leadership and governance Expected standard

Parents and carers are positive about the school and value the care their children receive. Parents of pupils with special educational needs and/or disabilities are positive about the way that school leaders and staff support them. Leaders and governors are united in their commitment to ensuring that social disadvantage is not a barrier to pupils' success.

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Personal development and wellbeing Expected standard

Leaders have developed a detailed programme that teaches all pupils how to become responsible citizens. This is closely connected to the school’s values of kindness, respect, integrity, acceptance, resilience and ambition. Pupils develop their understanding of fundamental British values, such as describing integrity as doing the right thing even when no one is watching. They recognise the importance of fairness, and they speak thoughtfully about respecting and accepting others. They show awareness that some groups may face discrimination and the importance of valuing people who are different from themselves.

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Personal development and wellbeing Expected standard

Pupils are taught how to keep themselves safe. For example, they learn about peer pressure, online safety and water safety. They understand the importance of exercise and healthy eating. The school's curriculum for relationships and health education helps pupils to understand healthy lifestyles and how to build safe and trusting relationships.

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Personal development and wellbeing Expected standard

A carefully planned programme of assemblies, visits and events broadens pupils' understanding of different cultures and faiths. Assemblies about figures such as Malala Yousafzai help pupils learn about diverse achievements. Leaders provide a wide range of clubs and visits in areas such as sport, music and crafts. Pupils enjoy opportunities to perform, including clarinet concerts and singing in a local care home. Visitors to the school develop pupils’ aspirations for the future.

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Personal development and wellbeing Expected standard

Staff provide extensive support for pupils and their families. Leaders ensure disadvantaged pupils have the same opportunities by reducing financial and social barriers. The emotional

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Needs attention

literacy support assistant plays an important role in helping pupils understand and manage their feelings and behaviour.

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Needs attention

Pupils take on responsibilities as ambassadors for rights and members of the school council. The pupil safeguarding team works with leaders to ensure pupils always feel safe. Leaders recognise that developing more pupil leadership roles would prepare pupils further for life beyond school.

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Achievement Needs attention

Pupil outcomes at the end of key stage 2 are not consistently where they should be. This includes the proportion of pupils reaching the higher standard in reading, writing and mathematics.

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Achievement Needs attention

Some pupils leave key stage 2 without securely grasping essential knowledge in reading and writing, which limits how well prepared they are for the next stage of their education. Leaders have recognised these issues and have prioritised actions to raise attainment so that more pupils achieve in line with national expectations over time.

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Achievement Needs attention

In phonics, pupils typically gain the foundations needed for early reading and writing. A more consistent approach to the teaching and practice of times tables has led to sustained improvement in the multiplication check.

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Achievement Needs attention

Disadvantaged pupils' attainment is close to that of disadvantaged pupils nationally in writing and mathematics. This is not the case for reading, which remains an area of focus for the school.

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

Leaders go above and beyond to make every member of their community feel valued and welcome. Positive relationships help pupils feel safe, secure and confident. Throughout the school, leaders and staff are committed to recognising each pupil as an individual. They take the time to get to know their families well and provide them with the support they need.

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

The curriculum is broad and ambitious and builds pupils’ knowledge over time. Pupils enjoy their learning and generally approach work with positive attitudes. Not all pupils achieve as well as they could. Leaders continue to take appropriate steps to address this so that a greater proportion of pupils will be better prepared for their next stage of education.

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

Pupils understand the school’s values and use this to guide their behaviour. At lunchtime and breaktime, pupils socialise kindly with others, following well-established routines. Pupils feel safe in school. They appreciate that pupils are usually kind to each other. Bullying is rare. Pupils know that staff care for them and that they will deal with any worries they may have quickly. Pupils with special educational needs and/or disabilities and those who face other barriers are generally well supported to access their learning. Pupils enjoy lessons and get appropriate help and support when they need it.

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

Pupils have access to a range of clubs and activities that develop their talents and interests. Pupils talk positively about memorable learning experiences, such as visitors from Nepal. Pupils relish opportunities to go on residential visits. They understand how this develops their skills and encourages them to be brave.

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Next steps

Leaders must ensure that staff precisely and routinely check pupils' work to pick up misconceptions quickly and accurately. This includes supporting pupils to edit their own writing. Leaders must continue to develop pupils’ foundational skills so that they leave the school ready for the next step in their education. Leaders must provide wider opportunities for pupil leadership.

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About this inspection

The chair of the board of governors in this school is Tracey Bevan.

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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 school leaders, including the headteacher, deputy headteacher and the special educational needs and disabilities coordinator. They also spoke with representatives of the local governing committee, including the chair of governors, and the local authority.

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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 includes a specially resourced provision for pupils with special educational needs and/or disabilities.

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About this inspection

The school currently uses no alternative provision.

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Lead inspector:

Karen Hambleton, His Majesty's Inspector

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Team inspectors:

Janet Tibbits, Ofsted Inspector Anne Bennett, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 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 6 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 needs support 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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average

2024/25 (final) 66% 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) 69% 74% Close to average

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average

2023/24 (final) 68% 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

2024/25 (final) 37% 47% Close to average

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national average

2023/24 (final) 37% 46% 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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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

2024/25 (final) 63% 59% Close to average

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average

2022/23 (final) 50% 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

2024/25 (final) 58% 61% Close to average

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average

2023/24 (final) 58% 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

2023/24 (3 term) 6.0% 5.5% 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) 16.3% 13.0% Close to average

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national average

2023/24 (3 term) 14.6% 14.6% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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