St John's CofE (C) Primary School

St John's CofE (C) Primary School

Address: Wombourne Road, Swindon, Dudley, West Midlands, DY3 4NB Unique reference number (URN): 124278

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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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Achievement Expected standard

Pupils build secure knowledge and develop confidence across a range of subjects. Across the school, pupils develop secure foundations in reading, writing and mathematics. Teachers know pupils well and adapt learning to meet individual needs. As a result, pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, acquire important knowledge and skills and make secure progress from their individual starting points.

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Achievement Expected standard

Published outcomes at key stage 2 do not fully reflect the knowledge that current pupils are gaining. This is because the cohort sizes and context vary each year and many pupils have significant barriers to their learning and/or join the school at different points in the school year. Pupils' work and discussions with pupils show that they are acquiring important knowledge and skills over time. Leaders carefully monitor pupils' achievement and use this information to refine provision. Consequently, pupils are well prepared for the next stage of their education.

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Attendance and behaviour Expected standard

Pupils’ attendance has improved over time and is now above national figures. Leaders place a strong emphasis on promoting regular attendance and punctuality. Attendance information is reviewed carefully so that any emerging concerns are identified quickly. Staff work closely with families to understand and address barriers that may affect attendance. This includes providing tailored support and drawing on the expertise of external partners where appropriate. As a result, the number of pupils who are persistently absent is reducing, and attendance for pupils with special educational needs and/or disabilities is above national figures. Leaders remain focused on securing further improvements, particularly for disadvantaged pupils and those who face additional challenges in attending school regularly.

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Attendance and behaviour Expected standard

Behaviour across the school is calm, positive and purposeful. Leaders have established clear expectations that pupils understand and staff apply consistently. Pupils are respectful towards one another and towards adults. They engage positively in lessons. Staff provide effective support for pupils who need help managing their emotions or behaviour, enabling them to re-engage with learning successfully. Bullying is rare and dealt with effectively when it occurs. Leaders ensure that any incidents of discrimination, harassment, abuse or violence, including online, are addressed promptly and appropriately. Pupils are confident that staff listen to concerns and take action when needed.

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Curriculum and teaching Expected standard

Leaders have developed a broad and ambitious curriculum that supports pupils to build knowledge and skills steadily from the early years onwards. They regularly review the effectiveness of the curriculum and make adaptations where necessary. Reading, writing and mathematics are prioritised. Staff teach phonics consistently well, enabling pupils to develop confidence and fluency in reading. Teachers provide timely support for pupils who need extra help, helping them to catch up quickly and access the wider curriculum successfully.

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Curriculum and teaching Expected standard

Teachers receive appropriate training and typically demonstrate secure subject knowledge. They present new learning clearly, revisit prior knowledge and check pupils’ understanding regularly. Staff make suitable adaptations so that pupils with special educational needs and/or disabilities can learn alongside their peers and achieve well. Across the school, there is a strong focus on developing pupils’ vocabulary and communication skills. As a result, pupils speak confidently about their learning and use subject-specific language accurately.

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Curriculum and teaching Expected standard

However, in some areas of the curriculum, the knowledge and skills that pupils should learn are not yet defined precisely enough. This means that pupils do not deepen their learning as much as they could. Leaders recognise this and are taking appropriate steps to refine curriculum planning so that pupils develop a richer and more detailed understanding over time.

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Early years Expected standard

Children get off to a sound start to their education in the early years. Positive relationships help children settle quickly and develop confidence. Leaders have designed a well- sequenced curriculum that identifies the important knowledge and skills children need to be ready for Year 1. Communication and language are prioritised. Staff engage children in purposeful conversations and introduce ambitious vocabulary through stories, play and daily routines. This begins in nursery. As a result, children become increasingly confident speakers and are eager to participate in learning.

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Early years Expected standard

Reading is a clear priority. Children begin learning phonics as soon as they enter Reception Year and practise their sounds regularly throughout the day. Staff check children's understanding carefully and provide additional support for those who need help to keep up. Children enjoy sharing books and listening to familiar stories and rhymes, which helps them develop a love of reading.

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Early years Expected standard

Adults use both indoor and outdoor learning spaces effectively. Activities are carefully planned to develop children's physical development, independence and curiosity. Staff know children well and adapt learning to meet individual needs, including those with special educational needs and/or disabilities. Partnerships with parents and carers support children's learning. Consequently, children are well prepared for the next stage of their education.

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Inclusion Expected standard

Leaders know pupils well and identify barriers to learning and wellbeing at an early stage. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils who face other challenges. Leaders work closely with parents and carers and external professionals to build an accurate understanding of pupils’ needs. This enables them to put effective support in place quickly.

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Inclusion Expected standard

Staff receive regular training that helps them adapt teaching to meet the needs of different learners. They use a range of strategies and resources to ensure that pupils can access the same ambitious curriculum as their peers. As a result, pupils are supported to participate fully in lessons and wider school life. However, at times, the targets set for pupils who face barriers to their learning are not as precise as they could be. This means that there is some inconsistency in how effectively the delivery of the curriculum supports pupils to build on their specific next steps in learning.

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Inclusion Expected standard

Leaders monitor pupils’ progress carefully and review the impact of interventions regularly. Where support is not having the desired effect, they make timely adjustments.

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Inclusion Expected standard

The school uses additional funding purposefully. Leaders use funding to provide targeted academic, pastoral and enrichment support. Consequently, pupils receive effective support that helps them to achieve and thrive.

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Leadership and governance Expected standard

Leaders and those responsible for governance have a clear and accurate understanding of the school’s strengths, context and priorities for improvement. They use a wide range of information to evaluate the effectiveness of the school’s work and take timely action when changes are needed. Leaders are ambitious for all pupils and ensure that decisions are grounded firmly in pupils’ best interests. They have established a culture where inclusion, achievement and wellbeing are given equal importance. As a result, pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, are supported effectively to succeed.

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Leadership and governance Expected standard

Governors fulfil their statutory responsibilities diligently. They maintain an effective oversight of the school’s work through regular visits, detailed reports and professional dialogue with leaders. Governors provide an effective balance of challenge and support. They ask thoughtful questions and ensure that leaders remain focused on the priorities that will make the greatest difference to pupils’ outcomes. Together, leaders and governors share a determination to secure continuous improvement and provide the best possible education for the school community.

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Leadership and governance Expected standard

Staff value the supportive and collaborative culture that leaders have established. Professional development is carefully planned and linked closely to school improvement priorities. Staff appreciate the opportunities to develop their expertise through training, coaching and collaboration with colleagues. Leaders are mindful of workload and wellbeing and seek staff views when implementing change. Consequently, staff feel respected, listened to and proud to work at the school. Parents and carers speak positively about the school and appreciate the strong relationships that staff build with families.

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Personal development and wellbeing Expected standard

The school provides a well-considered programme for pupils’ personal development. Leaders have designed this carefully so that pupils gain the knowledge, skills and experiences they need to thrive both in school and beyond. Through lessons and wider opportunities, pupils learn about respect, responsibility and citizenship. They develop an understanding of equality and recognise the importance of treating everyone fairly, regardless of their background or beliefs. The personal, social, health and economic education curriculum helps pupils understand how to stay physically and mentally healthy. Pupils learn about healthy relationships, personal safety and the changes that occur as they grow older. They speak confidently about how to keep themselves safe online and know what action to take if they encounter something that worries them. Staff provide effective pastoral support, ensuring that pupils feel listened to and valued. As a result, pupils feel safe and secure in school.

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Personal development and wellbeing Expected standard

Leaders enrich pupils’ experiences through a broad range of clubs, visits and events. Opportunities such as leadership roles, learning to play the violin and supporting an international charity help pupils develop their talents and discover new interests. Educational visits broaden pupils’ horizons and give context to their learning. Residential experiences are particularly successful in developing pupils’ confidence, resilience and independence.

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Personal development and wellbeing Expected standard

Pupils take pride in holding positions of responsibility. School councillors, play leaders and reading ambassadors contribute positively to school life and act as role models for younger pupils. Through pupil voice activities, pupils gain first-hand experience of democracy and understand how they can influence change.

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Personal development and wellbeing Expected standard

Pupils learn about different faiths, cultures and traditions through the curriculum and visits from members of the local community. These opportunities help pupils appreciate diversity and prepare them well for life in modern Britain. Leaders monitor participation carefully to ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities participate fully in the school’s wider personal development offer.

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

St John’s is a small school with a big heart. Pupils are proud to be part of this caring and inclusive school community. Each morning, they are welcomed warmly by staff who know them well and take time to check that they are ready for the day ahead. Positive relationships underpin school life and help pupils feel safe, valued and supported. The school’s ethos is reflected in the Biblical message, ‘Encourage one another and build each other up’, which pupils and staff demonstrate through their daily interactions. As a result, pupils develop a strong sense of belonging and attend school regularly.

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

Pupils enjoy learning and approach lessons with enthusiasm. They respond positively to high expectations and achieve well across the curriculum. Pupils speak confidently about their learning and are keen to share their successes. They build securely on what they have learned and are well prepared for the next stage of their education. Children in early years learn routines quickly and know what to do in different situations. They develop confidence and independence, preparing them well for key stage 1.

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

Behaviour throughout the school is calm and purposeful. Pupils understand the importance of kindness, respect and responsibility. They follow established routines well and contribute positively to the welcoming atmosphere around the school. Bullying is rare. Pupils are confident that any concerns will be dealt with swiftly and fairly by trusted adults.

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

Pupils value the many opportunities available beyond the classroom. They participate enthusiastically in clubs, educational visits and community events that broaden their experiences and develop new interests. Leadership roles, such as school councillors, worship leaders and school librarians, allow pupils to make a meaningful contribution to school life. These experiences help pupils to develop confidence, resilience and a deeper understanding of how they can positively influence the world around them. As a result, pupils are well prepared for life in modern Britain and for the opportunities and responsibilities that lie ahead.

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Next steps

Leaders should strengthen staff expertise in setting precise targets and support plans so that pupils who face barriers to learning receive consistently well-matched curriculum support. Leaders should complete their curriculum refinements in some subjects, ensuring that the key knowledge and skills different year groups need to learn and remember are clearly defined.

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About this inspection

The chair of the board of governors in this school is Gavin Bowen.

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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 other leaders. The lead inspector held a meeting with a representative from the local authority and the Diocese of Lichfield. The lead inspector met with a group of members of the governing body.

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About this inspection

Inspectors spoke to pupils in lessons and at social times and met with groups of pupils.

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About this inspection

Inspectors met with groups of staff. They considered the responses to Ofsted’s 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 school is registered as having a Church of England religious character. It is part of the Diocese of Lichfield. It received a section 48 inspection for schools of a religious character in May 2025. The next inspection is due within 5 years of this date.

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About this inspection

The school runs an on-site nursery for 3- and 4-year-old children.

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About this inspection

The school runs on-site provision for pupils in the before- and after-school club.

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About this inspection

The school currently uses no alternative provision.

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Team inspector:

Bogusia Matusiak-Varley, 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 15 September 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

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

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average

2022/23 (final) 53% 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) 71% 74% 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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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) 71% 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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Disadvantaged pupils reaching the expected standard in reading

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

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average

2022/23 (final) 67% 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

2022/23 (final) 67% 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) 57% 61% Close to average

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average

2022/23 (final) 67% 59% Close to average

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average

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

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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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gap

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

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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) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 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

2023/24 (3 term) 11.2% 14.6% Close to average

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national average

2022/23 (3 term) 19.8% 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

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Urgent improvement

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Urgent improvement

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