Schools & FE · Report card

St John's Church of England Primary School, Radcliffe

Inspected 16 Jun 2026 · published 10 Sept 2026 · URN 145560

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Summary

No overall grade in this frameworkSafeguarding met

Neil Johnson (lead), Ros Munro, Sharon Cliff

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
16 Jun 2026
Inspectors verified
Neil Johnson, Ros Munro, Sharon Cliff
Postcode verified
M26 1AW
Name on report verified
St John's Church of England Primary School,
Safeguarding verified
Met
URN verified
145560

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+64Positivemore positive than 34% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyeffectiveproudambitioussuccessfullyfeel safehigh expectations

Criticismpersistently absentgapsunacceptableweaknessesconcernsfall behinderrorsstruggle

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1612w+64
Leadership248w+82
Safeguarding51w−11
What needs to improve66w−14

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

Where there have been some weaknesses in handwriting in the past, leaders have addressed these appropriately. p.5

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance43
“Leaders have high expectations of pupils’ behaviour.” p.2
Attendance11
“Pupils are keen to talk about the different competitions that promote positive attendance.” p.5
Maths10
“While the number of pupils who are persistently absent from school remains high, this has reduced significantly.” p.2
Curriculum10
“Leaders have designed an ambitious curriculum.” p.2
Communication & language10
“Pupils are keen to talk about the different competitions that promote positive attendance.” p.5
Behaviour8
“Leaders have high expectations of pupils’ behaviour.” p.2
Reading & phonics7
“For instance, they provide financial support for visits and buy books to promote a positive culture of reading.” p.4
Progress & outcomes7
“This has had a positive impact on published results and the number of pupils who can read at the expected standard.” p.4

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,974; about usual (typical 1698)
Reading level: Fairly hard; Flesch 54, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Radcliffe

Address: Johnson Street, Radcliffe, Bury, M26 1AW Unique reference number (URN): 145560

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

Achievement Expected standard

Published data from the tests at the end of Year 6 show an improving picture over time. Pupils who are disadvantaged and those with special educational needs and/or disabilities typically achieve results that are close to national averages. A number of pupils join the school at different times. On the whole, from their different starting points, pupils achieve well.

p.2

Achievement Expected standard

Results in the phonics screening check at the end of Year 1 are lower than national averages. This is because some pupils are new to English. However, leaders make sure that these pupils catch up quickly. As a result, they achieve well in the phonics tests in Year 2.

p.2

Achievement Expected standard

Leaders make sure pupils progress well through the wider curriculum. Pupils generally talk confidently and knowledgeably about their learning. For example, pupils explained important features of the Industrial Revolution in history and how this changed the lives of the people of Radcliffe.

p.2

Attendance and behaviour Expected standard

Attendance sits prominently at the heart of leaders’ work. They work creatively and steadfastly to ensure that pupils attend school regularly. Consequently, attendance is improving over time. Rates of attendance for disadvantaged pupils and those pupils with special educational needs and/or disabilities is close to national averages. Leaders use attendance data in a systematic and astute way. They work effectively with families to identify any barriers to regular attendance to school. Furthermore, leaders ensure that pupils know the importance of coming to school every day, for example through the use of competitions and daily displays of class attendance rates. While the number of pupils who are persistently absent from school remains high, this has reduced significantly.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ behaviour. They have established clear routines that everyone follows. Pupils are guided by the school motto, ‘Be Ready, Be Respectful and Be Safe’. As a result of these clear expectations, pupils behave well throughout the school day. In lessons, pupils typically try their best. Bullying, including online, and unkind behaviour are rare. Pupils know that any incidents of unacceptable behaviour are dealt with effectively. Leaders provide effective support to any pupils who need help to manage their emotions, for instance through access to sensory spaces in school or through work with specially trained staff.

p.2

Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum. It is ordered coherently so that learning builds over time. Leaders are reflective in their approach to curriculum design. For instance, they have strengthened the writing curriculum. As a result, staff teach the art of writing clearly in lessons. In lessons, for the most part, teachers use their secure subject knowledge to explain new learning. This includes in subjects other than English and mathematics. They break ideas down into smaller chunks. This helps pupils to learn new information well. Typically, teachers check effectively for any gaps in pupils’ learning. On occasion, however, gaps in spelling, punctuation and grammar go unnoticed. This leads some pupils to make repeated errors in their written work.

p.2

Curriculum and teaching Expected standard

For those pupils with barriers to their learning, teachers make effective use of pair work, technology and targeted support. These strategies, for example, help pupils to access the same learning as their peers well.

p.3

Curriculum and teaching Expected standard

If pupils fall behind with their learning, leaders ensure that they catch up in a timely manner. For example, they prioritise appropriately additional reading support. Mathematics is taught well. As such, pupils are ready for the next stage of their learning.

p.3

Early years Expected standard

Leaders have designed an early years curriculum that is ambitious for all. They are determined that children in the early years get off to a positive start. Leaders have prioritised training for early years staff to support them in their roles. Generally, staff have the skills to provide the youngest children in the school with the support that they need. Leaders have prioritised vocabulary development. Typically, children benefit from high-quality interactions with staff.

p.3

Early years Expected standard

Staff ensure that children learn about the world around them. For instance, they go on nature walks. This helps to expand children’s vocabulary as well as enrich their personal development. Staff have instilled positive routines. This means most children are able to sustain concentration for extended periods of time. Any care practices are carried out safely and with dignity.

p.3

Early years Expected standard

Despite their varied starting points, children in the early years typically reach a good level of development that is in line with their peers nationally. They are generally ready to make a positive start to Year 1.

p.3

Early years Expected standard

Staff develop warm relationships that help children to feel safe and welcomed. Staff help those pupils who struggle to maintain focus well. They provide short pauses to learning and allow access to the 'Rainbow Room’. Typically, this helps pupils to successfully regulate their emotions and resume learning quickly.

p.3

Inclusion Expected standard

Leaders have threaded inclusion as a priority throughout the school. They use a range of systems to identify pupils’ needs effectively. Leaders place a high priority on getting to know pupils and their families. On the whole, they use this information well to reduce any barriers to learning or wellbeing. For example, leaders work productively with educational psychologists and speech and language therapists. As such, pupils get the support that they need to thrive. For children known to social care, leaders work positively with the local authority’s virtual school. In the main, in lessons, teachers successfully reduce any barriers to pupils’ learning, for example through the use of another adult to provide targeted support or visual aids to help pupils access written texts. Leaders promptly adapt any strategies that do not remove barriers to learning or wellbeing.

p.3

Inclusion Expected standard

Leaders have prioritised learning new words and reading. This is particularly helpful for the growing number of pupils who join the school who speak English as an additional language. Generally, this supports these pupils to access the curriculum well.

p.4

Inclusion Expected standard

Leaders make effective use of the additional funding for disadvantaged pupils. For instance, they provide financial support for visits and buy books to promote a positive culture of reading.

p.4

Leadership and governance Expected standard

Leaders’ passion and commitment to improve the lives of pupils is palpable. They want the absolute best for pupils. Leaders have an accurate view of the school’s strengths and areas for improvement. For example, they have prioritised reading throughout the school. This has had a positive impact on published results and the number of pupils who can read at the expected standard. This is particularly pertinent for the growing number of pupils who speak English as an additional language.

p.4

Leadership and governance Expected standard

Those responsible for governance understand the school’s context. They share leaders’ high ambitions for pupils to succeed and overcome any barriers that they may face. Members of the trust and governors have the skills and knowledge that they need to carry out their role effectively. They fulfil all statutory duties.

p.4

Leadership and governance Expected standard

Leaders have nurtured positive relationships with parents and carers. The family breakfast events and the food share scheme have helped to break down any barriers to a positive partnership between parents and school staff. Leaders work well with other schools in the trust. They make effective use of professional networks to further their knowledge of school development.

p.4

Leadership and governance Expected standard

Staff appreciate leaders’ efforts to support their workload and wellbeing. For example, leaders make sure staff have the time that they need to organise their work effectively. Moreover, staff know that they can talk to leaders if they have anything on their mind. They are thankful that leaders will always try to help. Staff are very proud to work at the school.

p.4