St John's Church of England Primary School

St John's Church of England Primary School

Address: 121-147 Orts Road, Reading, 121-147 Orts Road, Reading, Berkshire, RG1 3JN Unique reference number (URN): 142735

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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 Strong standard

Pupils love coming to school. They want to attend and enjoy being part of this diverse and caring community. There are consistently ambitious standards for pupils’ attendance. Leaders have a clear, staged approach to managing attendance that is easily understood by all stakeholders. As a result, attendance rates for all groups of pupils are in line with or above national averages. Leaders respond quickly to pupils who have occasional absences. This means that persistent absence is reduced. Staff successfully support pupils with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care to attend well. Bespoke support for severely absent pupils has rapidly improved attendance.

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Attendance and behaviour Strong standard

Behaviour is underpinned by the school’s highly inclusive culture. Staff have consistently high expectations of behaviour across the school. Pupils are calm, respectful and well mannered. There is a harmonious atmosphere across the school. Staff use a range of strategies to help pupils manage their emotions successfully. As a result, pupils listen carefully, sustain attention and focus on their learning. Pupils know that they do not need to worry about bullying. Staff swiftly address rare incidents of unkind behaviour using the school’s well-established systems. Leaders’ robust knowledge of individual pupils’ needs allows them to adapt the approach accordingly.

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Inclusion Strong standard

Leaders have established a highly inclusive culture. They know pupils and their families well. As a result, any emerging or changing needs are quickly identified and swiftly responded to. Leaders demonstrate a secure understanding of pupils' individual circumstances and barriers to learning. They ensure that staff have an equally robust awareness of these needs.

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Inclusion Strong standard

Leaders maintain high expectations for all pupils and establish strategies to consistently enhance the opportunities and experiences of disadvantaged pupils, those with special educational needs and/or disabilities, those known to social care and those who may face other barriers to their learning and wellbeing.

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Inclusion Strong standard

Additional funding is used strategically to remove barriers to learning and increase participation in wider opportunities. Leaders evaluate the impact of this funding carefully. They ensure barriers are reduced through effective adaptations, targeted interventions and inclusive classroom practice. The result of this is sustained improvements in pupils’ academic progress, social development and engagement.

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Inclusion Strong standard

Staff make thoughtful adaptations to teaching based on their knowledge of each pupil. This precise support helps pupils access the curriculum successfully. Pupil voice, parental involvement and multi-agency working further strengthen personalised support. As such, pupils are thoroughly supported both in school and in preparation for their next stage of education.

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Personal development and wellbeing Strong standard

Personal development and wellbeing is woven through all aspects of the school's work. Leaders provide an extensive programme of personal development that is carefully shaped around the school’s context. They track pupils' participation rigorously to ensure that disadvantaged pupils and those who face other barriers to learning benefit fully from the school’s offer.

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Personal development and wellbeing Strong standard

Pastoral care is central to the school's ethos. Leaders and staff form trusting relationships with families and know their pupils well. Consequently, families seek and accept help when it is needed. Leaders consider their context carefully when planning clubs, trips and visits. They work to understand the interests and needs of pupils and families. As a result, pupils have the opportunity to participate in a wide range of clubs and activities, including cricket, cooking and art.

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Personal development and wellbeing Strong standard

Leaders plan the personal, social and health education curriculum well, and staff teach it consistently well across the school. Barriers to learning are quickly addressed. This helps pupils to develop a secure understanding of what they have learned. Pupils understand how to stay physically and mentally healthy. They learn about the concept of consent and can describe the characteristics of healthy and unhealthy relationships or friendships. Leaders have made changes to the curriculum that reflect specific risks faced by pupils in the local area. As a result, pupils can recall in detail how to keep themselves safe around water, construction sites and online.

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Personal development and wellbeing Strong standard

The impact of the programme of personal development is clear. Pupils confidently discuss equality issues, actively challenge prejudice and demonstrate respect for diversity in their everyday interactions. They have a secure understanding of British values. Pupils can articulate how these values shape daily life in school and what life would be like without them. They participate in democratic processes, debate ethical issues confidently and show genuine respect for differing viewpoints. As a result of leaders’ work, pupils thrive personally, benefit fully from the school’s provision and leave well prepared for life in modern Britain.

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Achievement Expected standard

Pupils across the school generally achieve well in national checks and tests. Results in the Year 4 multiplication tests are above average. This ensures that pupils can access further mathematical learning effectively. Leaders have prioritised early reading. Pupils quickly learn the skills they need to read fluently.

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Achievement Expected standard

Typically, pupils make secure progress through the curriculum. They learn what leaders intend. Disadvantaged pupils and pupils with special educational needs and/or disabilities are supported to make progress from their starting points. Generally, pupils remember key information from their learning and make links when they encounter new knowledge and concepts. Work in pupils’ books is broadly in line with expectations, although some gaps in basic knowledge remain. Leaders have plans in place to address this to ensure that pupils are consistently well prepared for the next stage of their learning.

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Curriculum and teaching Expected standard

Leaders have carefully designed a broad and balanced curriculum that meets the needs of its pupils, including pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known or previously known to social care.

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Curriculum and teaching Expected standard

Teaching is generally effective across the school. It is characterised by calm learning environments and positive relationships. Teachers have the secure subject knowledge they need to deliver the curriculum in the phases or year groups they are responsible for. They are ambitious and ensure that pupils learn and apply appropriate vocabulary. Teachers generally identify and check pupils’ understanding. However, some limited variability in teaching approaches means not all pupils secure knowledge as deeply as they could. Leaders recognise this and have secure plans in place to address it.

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Curriculum and teaching Expected standard

Staff make well-considered adaptations to teaching across subjects. As a result, pupils with SEND and those who face other barriers to learning participate successfully in lessons alongside their peers.

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Curriculum and teaching Expected standard

Leaders are refining aspects of the curriculum and teaching to strengthen pupils' learning further.

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Early years Expected standard

Children get off to a positive start in early years. Warm, caring adults support them to settle in quickly and understand the routines of school life. Children are curious, eager to learn and keen to share their learning with others.

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Early years Expected standard

The early years curriculum is designed to meet the needs of children who attend. Leaders place a high priority on the development of children's speech, language and communication. Staff quickly identify any additional needs that children have. Leaders ensure that staff have the training needed to help them address these needs effectively, for example through additional support. This ensures that children can access the curriculum and learn the intended concepts, including those with special educational needs and/or disabilities.

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Early years Expected standard

Children develop confidence in speaking and listening through regular discussion, carefully chosen stories and purposeful interactions with staff. Staff often model language effectively. Leaders have a firm focus on the importance of reading in the early years. Children develop a love of reading and enjoy sharing books. They use their phonics knowledge to work out new words. As a result, they are well prepared for the next stage of their learning.

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Early years Expected standard

Staff build positive, trusting relationships with parents and carers. They work closely with families so children feel looked after, safe and ready to learn. Families value this care.

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Leadership and governance Expected standard

Leaders demonstrate a strong sense of moral purpose in the work they carry out. They have a deep and detailed understanding of their pupils, families and local context. Leaders know the school’s strengths and precisely identify priorities for improvement. Leaders place pupils' best interests at the centre of decision-making. Actions taken improve the experiences of pupils, including those with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care.

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Leadership and governance Expected standard

Governors, trustees and trust leaders know the school’s strengths and challenges well. The trust ensures that governors have the training, skills and knowledge they need to fulfil their duties and statutory responsibilities. Governors and trustees use their robust understanding of the school to provide targeted support for leaders. This is helping the school to improve further.

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Leadership and governance Expected standard

Leaders promote a culture of mutual respect, professional trust and care. Staff feel valued and supported. They have the skills and resources they need to carry out their roles successfully. Leaders support staff wellbeing effectively and actively find appropriate ways to reduce workload while maintaining high standards.

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Leadership and governance Expected standard

Staff benefit from a structured programme of professional learning. They access a wide range of high-quality training linked to school improvement priorities. This training enables staff to support pupils effectively.

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Leadership and governance Expected standard

Parents speak highly of the school. They are grateful for the work staff do that makes their children feel welcome, happy and safe at school.

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

St John’s is a vibrant and welcoming place, where pupils are valued and nurtured. Pupils are curious to learn, keen to play and happy to talk. Leaders and staff form positive relationships with families. This helps to create a cohesive community. Pupils are confident that they are safe and well looked after. As a result, they are keen to attend school and enjoy their learning. Pupils know their voices are heard. They are given meaningful opportunities to share their views and impact changes in the school.

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

Pupils display consistently high standards of behaviour in class and around the school. They listen to adults, follow instructions and look after their friends. Adults swiftly address any incidents of unkindness. As a result, bullying is rare. The youngest children in school are taught to play together and share equipment. They understand risks and build resilience in the early years environment. Older pupils enjoy the responsibilities they have, such as being house captains and school council members. They speak maturely and articulately about diversity, difference and inclusion.

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

Most pupils benefit from effective teaching. Leaders support staff to identify barriers to learning. Staff make appropriate adaptations to learning and activities. As such, pupils with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care make good progress from their starting points. By the time they leave Year 6, most pupils have secured the knowledge they need to be ready to move on to secondary school.

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

Pupils enjoy the wide range of clubs and trips provided for them, such as archery, cricket and computing. They relish being encouraged to try new things, such as residential trips or performing in concerts. Leaders ensure that all pupils have access to these carefully selected opportunities.

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Next steps

Leaders should ensure that highly effective teaching is embedded across the school. Leaders should continue their work to ensure that any gaps in foundational knowledge are identified and addressed swiftly so all pupils achieve as well as they can.

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About this inspection

This school is part of Oxford Diocesan Schools 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), Sharon Mullins, and overseen by a board of trustees, chaired by Kathy Winrow.

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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

This inspection took place on 14 and 15 July 2026.

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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 acting headteacher, the senior leadership team and other school staff. An inspector met with the chair of trustees, representatives of the local governing board, governance professionals and the CEO from the Oxford Diocesan Schools Trust. Inspectors also met with a representative of the diocese. Inspectors engaged with pupils throughout the inspection. They spoke to some parents at the start of the school day. They considered responses to parents' and staff surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The acting headteacher, Cameron Purvis, took up his role in November 2025. A number of staff have moved into acting leadership roles since the previous inspection.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Gareth Flemington, His Majesty's Inspector Rebecca Marshall, Ofsted Inspector Sonia Mallick, 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 14 July 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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average

2024/25 (final) 58% 62% Close to average

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average

2022/23 (final) 58% 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

2024/25 (final) 70% 75% Close to average

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average

2022/23 (final) 72% 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) 70% 72% Close to average

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average

2022/23 (final) 65% 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

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

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average

2022/23 (final) 73% 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) 41% 47% Close to average

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national average

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

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national average

2022/23 (final) 38% 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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average

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

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average

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

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average

2022/23 (final) 50% 60% 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

2024/25 (final) 53% 59% Close to average

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average

2023/24 (final) 57% 58% 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) 65% 61% Close to average

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average

2022/23 (final) 63% 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) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 6.1% 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) 14.8% 13.0% Close to average

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national average

2022/23 (3 term) 19.2% 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

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 .

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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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