St John's CofE (C) Primary School

Inspection Report St John's CofE (C) Primary School

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124254 Unique Reference Number Staffordshire LEA 281671 Inspection number 23 May 2006 to 24 May 2006 Inspection dates David Driscoll AI Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Quarry Bank Road School address Primary Type of school Keele Voluntary controlled School category Newcastle, Staffordshire ST5 5AF 4 to 11 Age range of pupils

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01782 296000 Telephone number Mixed Gender of pupils 01782 296000 Fax number 157 Number on roll Rev Stuart Ansell Chair of governors The governing body Appropriate authority Mrs J Price Headteacher 16 October 2000 Date of previous inspection

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Inspection number Inspection dates Age group 281671 23 May 2006 - 4 to 11 24 May 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

This is a small school that serves the village of Keele and its surrounding area, which includes a university. The proximity of the university has a significant impact on the characteristics of the pupils who attend the school, as a relatively high proportion are the children of overseas students. This means that, in some years, many more pupils join and leave during the school year than is usually the case. The proportion of pupils who speak little or no English on joining the school is very high in some years, as is the proportion from minority ethnic groups and the proportion with learning difficulties and disabilities. The pupils’ standards on joining the school vary from year to year, but are usually average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: St John's CofE (C) Primary School, 23 May 2006 to 24 May 2006

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Grade: 2

The school provides a good education and good value for money. The school’s evaluation of its own performance agrees with that of inspectors, and this is supported by the positive views of parents. The school works exceptionally hard to meet the very varied needs of the pupils. Most pupils make good progress, as a result of good teaching and leave with standards that are well above average. However, the progress made by pupils who are learning English for the first time is outstanding. Progress in reading is very good, but progress in mathematics is closer to satisfactory than good. Provision in the Foundation Stage is good and results in children making good progress and attaining above the expected levels by the start of Year 1. Pupils have mature attitudes and their enjoyment of school is exceptional. Behaviour is good and they attend well. The range of extra activities offered is especially good, but not enough

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Grade: 2

mathematics work is carried out in other topics. Pupils are well cared for and safe in the school. They generally receive good help and guidance, but this is much better in literacy than in numeracy. The school is well led and managed. Senior staff and governors have a clear and accurate view of the school’s performance. Actions taken to improve the school have proved successful, although more emphasis needs to be placed on developing numeracy skills in other subjects. The school is well placed to continue the good progress made since it was last inspected.

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What the school should do to improve further

• Improve the progress made by pupils in mathematics by drawing up clearer plans to make more use of numeracy across the curriculum. • Provide more written feedback to pupils on how to improve their work in mathematics.

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Grade: 2

All groups of pupils make good progress. Children join the Foundation Stage with standards that are typical for their age. They make good progress and attain slightly above the expected levels by the time they start Year 1. Progress in reading, writing and number work is particularly good, while progress in their personal development is satisfactory. This good progress is sustained as pupils move through the school, so they leave with standards that are well above average. The school exceeds its targets for pupils’ attainment in national tests, although these targets are not particularly demanding. Standards in reading are particularly high, so most pupils leave the school able to read demanding texts independently. Pupils make more progress in their reading and writing than they do in their mathematics, where progress is closer to satisfactory than good. While most pupils do well at the school, those who are learning English for

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Grade: 2

the first time make outstanding progress. Many arrive with no English at all, yet within 2 Inspection Report: St John's CofE (C) Primary School, 23 May 2006 to 24 May 2006 weeks have developed sufficient language to play a part in lessons and communicate with their friends. They leave Year 6 with standards that are comparable with their friends, despite starting from further behind.

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Grade: 2

Pupils’ personal development, including their spiritual, moral, social and cultural development, is good. Children show outstanding enthusiasm for school. Their confidence flourishes and, by the end of Year 6, most have developed very mature attitudes. Pupils get along with each other very well, showing real respect for others’ views. They enjoy learning new things and speak enthusiastically about their work. Pupils behave well because they respect staff and know and abide by the school rules. Younger children in the Reception class develop good levels of confidence and independence, but a small minority do not always listen carefully to their teacher and others. Attendance is good. Pupils say they feel safe and well supported by adults and that any bullying is quickly sorted out. Pupils develop self-esteem because their achievements and good deeds are valued and rewarded. Pupils are very knowledgeable

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Grade: 2

about how to stay safe and healthy. Pupils have a good awareness of their role in a community. For example, members of the school council take their responsibilities seriously and say the headteacher acts on their suggestions. They have been quick to raise concerns about the quality of the toilets. Younger children, however, do not have the opportunity to play a part in the council. Pupils learn good skills for future life as they work in teams and class groups. Their good literacy, numeracy and computer skills stand them in good stead for their future education. The school successfully celebrates the rich cultural diversity of its pupils so that through lessons, displays and events pupils gain a good understanding of world cultures.

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Grade: 2

Teaching is good, so pupils make good progress in their learning. Pupils thoroughly enjoy their lessons, because they have excellent relationships with the teachers who maintain a quiet order in their classrooms. The school has been very successful in improving the teaching of literacy, which has resulted in pupils making particularly good progress in this area. Teachers pay a great deal of attention to literacy. They plan to include it in all their lessons, regardless of the topic. Less attention is paid to developing pupils’ numeracy skills in other subjects. Also, while marking in English is good, in mathematics, teachers do not give enough indication to pupils as to how they can improve their work. 3 Inspection Report: St John's CofE (C) Primary School, 23 May 2006 to 24 May 2006 Based on their good information on pupils’ progress, teachers plan very well to build on previous work. Lessons flow from one topic to another, with pupils clearly able to

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Grade: 2

see the links between them and understand why they are studying a topic. Most work is demanding, but attainable, because pupils receive good support from the teachers and other staff. Some starter activities, however, can go on for too long, with the work pitched only at a level suitable for the middle attainers. Pupils with learning difficulties are given good support to help them achieve their targets.

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Grade: 2

The curriculum is good. Pupils have interesting, exciting things to do in lessons. They effectively apply skills taught in literacy and information and communication technology, but do not have so many opportunities to apply numeracy skills, for example, adding measurement to a design. Learning is enriched by the interesting range of visits and visitors such as working with a poet or experiencing the thrill of a live theatre group. Many pupils take part in clubs and other stimulating things outside normal lessons. Pupils also enjoy creative themed weeks such as Mythical Monsters when activities are carefully planned to combine aspects such as music, dance and literacy. The school provides very good opportunities for music-making in choir, orchestra and musical instrument tuition. All pupils learn French, developing impressive conversational skills. There is good emphasis on fitness, competitive sport and

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Grade: 2

The provision for the care, guidance and support of pupils is good. Through the very good relationships they build with the pupils staff, ensure that all individuals feel safe, happy and secure. Procedures for child protection and health and safety are good. Pupils know where to go for advice and say adults listen and sort out problems. Most pupils, including those with learning difficulties and disabilities, or who are particularly able, receive good support and guidance. However, support for children who have English as their second language is outstanding because of careful assessments and provision for their specific needs. Staff review children’s progress regularly. However, pupils’ targets in mathematics are not always clear enough to guide future improvement. Arrangements for settling new children into Reception and the main school are good. Well thought out transition arrangements enable Year 6 pupils to feel confident about

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Grade: 2

their move to high school. 4 Inspection Report: St John's CofE (C) Primary School, 23 May 2006 to 24 May 2006

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Grade: 2

Leadership and management are good. There is an exceptional emphasis on ensuring that all individuals and groups are treated equally. Governors and senior staff get a clear picture of the school’s performance because there are good systems for assessing and tracking pupils’ progress as they move through the school. Numerous effective methods are used to check on the school’s performance. For example, groups of pupils, such as those relatively new to the school or from minority ethnic backgrounds, are interviewed to make sure they are happy and to identify where the school could do more to help them. The views of parents are taken very seriously when evaluating the school’s performance. For example, the curriculum is to include more creative work, despite this already being good, because parents requested it. Effective action planning has helped the school to improve teaching and standards in English. However, more emphasis could be given to developing numeracy in other

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Grade: 2

subjects. 5 Inspection Report: St John's CofE (C) Primary School, 23 May 2006 to 24 May 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: St John's CofE (C) Primary School, 23 May 2006 to 24 May 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 2 The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 2 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 The attendance of learners NA 1 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 2 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 1 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

As you know, we came to see you at school recently to check on how well you are doing. We really enjoyed ourselves in your school. Mrs Clarke was so impressed by the school council. You were sensible, very well behaved and represented your school very well indeed. Many of you told us how much you like being in school. Most of all, you like all the friends you have and your teachers and other grown-ups. We think you work hard and learn lots in your lessons. You are very good at reading and we were amazed at how well you spoke French in the assembly. Those of you who are just learning to speak English are getting on very well indeed. We have asked the grown-ups in charge of the school to give you more work with numbers in your other topics, and to tell you where you can do even better in your maths. The grown-ups look after you well and make sure you are safe, so you don’t have any worries and all of you are happy. We thought it was great that Year 6 look after younger pupils, and

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Text from letter to pupils explaining the findings of the inspection

even remind them not to talk in assembly. Thank you for helping us with our work and for being so kind to us.

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