St John's Church of England Primary School

St John's Church of England Primary School

Address: Goodwyns Road, Dorking, Surrey, RH4 2LR Unique reference number (URN): 139721

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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 have high expectations of pupils’ attendance at school. They share these with parents and carers. Leaders have implemented a robust attendance system to regularly review trends and patterns in pupils’ absence. They respond quickly to individual dips in attendance. As a result of these combined actions, pupils attend consistently well. Attendance rates are at least in line with national figures for groups of pupils. Leaders have worked successfully with parents of pupils who are frequently absent to remove barriers to attending. Consequently, persistent absence rates are well below national averages.

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Attendance and behaviour Expected standard

One of the first actions of new leaders was to review and refresh the behaviour policy because they recognised that pupils would not learn well if they were disrupted by poor behaviour. Over several months leaders have established effective strategies that have improved pupils’ behaviour overall.

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Attendance and behaviour Expected standard

Pupils typically understand the routines and strive to meet staff’s high expectations. Typically, they behave well around school and demonstrate positive attitudes to their learning. Pupils who occasionally need help to manage their behaviour are supported well. This means that learning is rarely disrupted for other pupils. Playtimes and lunchtimes are safe and inclusive. Bullying or discrimination is not tolerated. Pupils are confident that staff will deal with bullying well.

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Personal development and wellbeing Expected standard

Leaders provide pupils with a wide range of opportunities that enrich their experiences within and beyond the classroom. Pupils participate in a variety of clubs, including in art, cooking and Lego. They take on leadership roles and engage with environmental projects in the local community. These experiences contribute positively to pupils’ character development. The school’s enrichment offer is coherently designed and includes a bespoke programme that ensures pupils have experiences linked to the school's values.

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Personal development and wellbeing Expected standard

Leaders have established a well-developed approach to supporting pupils' broader personal development and wellbeing. It is an integral part of the school. This begins in the early years and builds pupils' understanding progressively over time. Pupils have opportunities to develop their cooperation, courage and resilience.

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Personal development and wellbeing Expected standard

The school promotes pupils' understanding of fundamental British values securely. Pupils learn about equality and respect. Children think carefully about current issues. They display an appropriate understanding of right and wrong. Pupils show they understand the importance of celebrating different heritages through celebration days such as Eid. Pupils are encouraged to understand and be part of the community. For example, children sing at the nearby care home and collect money for local charities important to the families at the school.

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Personal development and wellbeing Expected standard

Leaders carefully monitor pupils' participation in clubs, trips and wider opportunities. Staff provide appropriate support to ensure that all pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, participate fully in enrichment

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Needs attention

opportunities. The school's pastoral support is highly effective. Staff are vigilant and quickly spot if a pupil would benefit from bespoke care. There is a wide range of well-considered interventions for pupils who need extra help. Pupils feel safe and are well cared for.

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Achievement Needs attention

Pupils have gaps in elements of their foundational knowledge of reading, writing and mathematics. Across wider subjects, such as art and geography, pupils do not remember their prior learning in enough detail. Such gaps hinder pupils' ability to learn the curriculum well and to achieve as well as they should. This does not prepare them well enough for the next stages in their education.

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Achievement Needs attention

Pupils' achievements in the Year 1 phonics screening check are not as high as they should be. Leaders are aware of this and taking appropriate action. Many pupils can now use their phonics knowledge to read new words and sounds. More and more pupils are confident readers by the time that they reach the end of key stage 2. This is not reflected in published outcomes for reading.

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Achievement Needs attention

The school's published outcomes are typically below or around national averages. The legacy of staffing changes and the associated inconsistencies in teaching has had an impact on pupils' achievement. However, pupils are now achieving better than they did due to the decisive actions leaders have taken.

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Curriculum and teaching Needs attention

Typically, the key knowledge and skills that pupils must learn in each subject are clearly set out in curriculum documents. Improvements to the classroom environment allow pupils to access help independently. Important information is displayed prominently in all classes. Pupils use this to help them to complete their work.

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Curriculum and teaching Needs attention

The school has not developed effective ways to check on pupils’ learning, across the curriculum. Consequently, teachers do not know where pupils’ learning is insecure. This results in staff moving pupils’ learning on too quickly and the gaps in pupils' knowledge are not addressed. This includes some gaps in important knowledge to support writing, reading and mathematics. The school has made recent changes to its curriculum to address these gaps for example, during lessons, teachers now revisit previous learning. This is beginning to help pupils remember more.

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Curriculum and teaching Needs attention

Staff have received the training they need to teach phonics and mathematics well. In phonics, this supports staff to make regular and more accurate checks on the sounds that pupils know. This information ensures that pupils read books that help them to practise the sounds and words they have learned. Many pupils develop confidence and fluency in their reading, writing and with their number skills.

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Early years Needs attention

Leaders have created a curriculum that is well sequenced. Expectations for children are clearly identified. These are delivered particularly well in the nursery class. However, leaders are still refining plans so that they more deliberately match the needs of the children as they move from early years to Year 1.

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Early years Needs attention

In the early years, children do not benefit from sufficient opportunities to explore new language and learning. There is inconsistency in the effectiveness of staff's interactions with children. This means that children do not practise the skills and vocabulary that they have been taught enough. Leaders recognise this and have prioritised children’s communication and language development. Leaders have started to provide the support and training required to bring about change. However, it is too early to see the impact of this work and inconsistencies remain.

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Early years Needs attention

The school has created an engaging learning environment. Leaders have though carefully about the resources needed to enhance the children's learning experiences. Children in both the Nursery and the Reception classes are well cared for and happy. Staff nurture children's independence and help them understand the routines needed for school life. The school has ensured that there is regular communication with families and they feel part of their child's education.

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Inclusion Needs attention

Over time, support to address pupils' barriers to learning has not been effective enough. The trust is working with the school to review and improve the support that pupils with special educational needs and/or disabilities (SEND) receive. Consequently, barriers that pupils may face are now better understood by staff. This work is very recent. The school's processes to identify pupils' needs are robust. However, the provision in the lessons does not consistently match pupils' identified needs. This has resulted in pupils with SEND not getting the help and professional guidance that they require swiftly enough.

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Inclusion Needs attention

Recent changes to staffing and the training given, means that staff are not fully equipped to adapt the curriculum for pupils with SEND. As a result of this, even though staff have high expectations of pupils, some pupils with SEND and do not always secure the most important knowledge and skills that they need.

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Inclusion Needs attention

Leaders have a pupil premium strategy which accurately identifies barriers to learning for disadvantaged pupils. This includes difficulties that these pupils may have with communication and language and limited life experiences. A small number of pupils with SEND, who have struggled socially and emotionally, benefit from the school’s nurture provision. This has led to these pupils successfully increasing the time that they spend in their main classes.

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Leadership and governance Needs attention

Over time there has been many changes to school leadership. Despite this, leaders both in the school and across the trust clearly understand the school. Some of the improvements leaders have introduced are very recent. As a result, they have not yet made a measurable difference to the quality of education pupils receive. Governors fulfil their statutory duties and take decisions that are in the best interests of all pupils.

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Leadership and governance Needs attention

Leaders’ plans focus on the right priorities. This includes developing staff expertise. Governors have strengthened their own expertise to better hold leaders to account. They have a clear plan for delivering sustained improvement. The actions of leaders and governors are starting to gain traction and make a difference to pupils' learning.

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Leadership and governance Needs attention

Time is protected for professional learning. Staff access appropriate professional development. This helps to improve their teaching. The impact of this training is evident, for example, in understanding the needs of disadvantaged pupils and those with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Staff appreciate leaders’ focus on their workload and wellbeing. Teachers value recent opportunities to develop their expertise in line with the school’s priorities. Parents also appreciate the improved communication and the school’s efforts to work in partnership with them.

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

Pupils enjoy coming to this nurturing community school. Staff greet the pupils warmly at the start of each day with a smile. Pupils' wellbeing is a high priority. This gives pupils a sense of belonging. Staff know pupils so well. This helps pupils share their worries with staff freely. They know that all staff will do what they can to help them.

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

Incidents of poor behaviour, including bullying, are rare. Pupils feel safe and well cared for. Relationships between staff and pupils are respectful. Over a period of time, pupils have not come to school regularly enough. However, leaders have taken decisive action to improve this. As a result, pupils attend school far more regularly than they did and this continues to improve.

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

Pupils work hard and show an interest in their learning, but some do not achieve as well as they should. Staff do not identify gaps or misunderstandings in pupils' knowledge accurately. Consequently, these gaps persist and hinder some pupils in securing important knowledge. In addition, some pupils with special educational needs and/or disabilities do not consistently get the support that they need to progress well.

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

In the early years, children's communication and language are prioritised. Adult interactions with children are celebratory and encouraging. However, children experience an inconsistent approach when staff model new vocabulary for them. Opportunities for children to practise their communication and language skills are not regular enough to be fully effective.

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

Pupils benefit from varied opportunities to explore and learn beyond the classroom. These experiences, alongside visitors in to school, enrich the curriculum that pupils learn. This is particularly true with regards to swimming, which every child does weekly in the on-site pool. Pupils’ understanding of the many different faiths and world views that exist in modern Britain is well-developed. For example, through visiting different local places of worship.

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Team inspectors:

Sam French, Ofsted Inspector Kate Owbridge, Ofsted Inspector Pupils have an appropriate awareness of fundamental British values, and this prepares them well for life beyond school.

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Next steps

Leaders need to further develop staff expertise in checking and deepening pupils understanding in lessons so that pupils can consistently understand and use what they have been taught. Leaders should embed the recent changes in the provision to appropriately support pupils with SEND across the curriculum, ensuring that the right adaptations and guidance are in place. Leaders need to further develop and embed their approaches to addressing gaps in pupils’ foundational knowledge.

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About this inspection

This school is part of the Good Shepherd 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), Paul Kennedy and overseen by a board of trustees, chaired by Yvonne McLeod.

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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 and other school leaders during the inspection. Inspectors spoke with representatives from the local governing body, trustees, other leaders within the trust and the CEO from the trust.

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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 use any alternative provision. The school also, under the same registration, runs a nursery, including provision for 3-year- olds.

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About this inspection

Kathryn Saunderson : Interim Headteacher

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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 16 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. National average: 26.3%

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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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average

2022/23 (final) 60% 60% 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

2023/24 (final) 81% 74% Close to average

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average

2022/23 (final) 77% 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

2023/24 (final) 71% 72% Close to average

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average

2022/23 (final) 73% 71% 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

2022/23 (final) 77% 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) 55% 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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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) 55% 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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Persistent absence

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

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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