OFSTED INSPECTION (2023 inspection findings – top of the page) & SIAMS INSPECTION (2025 inspection findings – lower section of the page)

Headlines: The quality of education – GOOD

• This is a school that is truly at the heart of its community.
• Parents and carers are very positive about all the school has to offer. They really appreciate its place as a “small school in a big city.”
• The school is determined that all pupils will get a good start to their education here. To realise this, the school provides pupils with a  wide range of experiences to expand their horizons.
• The curriculum is designed so that learning builds progressively over time.
• The school has a very ambitious offer for developing pupils’ sporting experiences. Pupils can take part in wide-ranging opportunities such as archery, kayaking and taekwondo.
• There is a comprehensive offer for music, including tuition in playing a range of instruments.
• The school prioritises reading right from the early years. The school is equally passionate about developing in pupils a love of reading.

Headlines: Behaviour and attitudes – OUTSTANDING

• Pupils’ behaviour is exemplary.
• Pupils behave impeccably around the school
• They are highly focussed in their lessons. This starts right from the early years, where children show a high level of focus in their play.
• From early years upwards they show a high level of commitment to their learning.

Headlines: Personal development – OUTSTANDING

• Pupils socialise with people from across the community.They enjoy serving lunch to elderly churchgoers and spending time with service users at a local Age UK centre. There are benefits all round when pupils visit a nearby special school.
• Pupils take an increasingly active role in the local environment by, for example, encouraging their peers to walk or cycle to school to improve ;local air quality.

Headlines: Leadership and management – GOOD

• Leaders have designed an ambitious and coherent curriculum which covers the breadth of the national curriculum.
• Leaders have responded positively to the increased numbers of pupils with special needs and/or disabilities (SEND). This includes through training and recruiting specialist staff to ensure that the needs of pupils with SEND are well met.
• Leaders ensure, through comprehensive monitoring system, that pupils attend school regularly.
• Leaders promote pupils’ personal development exceptionally well.

Headlines: Early years provision – GOOD

• The school prioritises reading from the early years.
• There is a sharp focus on ensuring that children learn phonics swiftly and confidently.
• In early years there is a dedicated quiet space for reading which children relish.

Safeguarding: The arrangements for safeguarding are effective.

• Pupils say they feel happy and safe.

Inspection Headlines: 

We aspire to grow and flourish, live out the ‘Fruit of the Spirit’ in our daily lives and go out beyond school into the world, making a positive impact and contribution.  The ‘Fruit of the Spirit’ values are: Love, Joy, Peace, Patience, Kindness, Goodness, Faithfulness, Gentleness and Self-control (Galatians 5: 22-23)

St. John’s CE Primary School is living up to its foundation as a Church school and is enabling pupils and adults to flourish.

• The Christian vision and values are an inspiration to pupils, staff and the community.  They are seamlessly threaded through school life.  Consequently, pupils are empowered to understand their responsibility towards themselves and others.
• Relationships within the school are supportive and harmonious.  Staff feel appreciated and encouraged, being part of a solid team, where much is achieved.  Pupils flourish because of this fervent commitment.
• The strong partnership with the local church enhances the spiritual development of pupils and adults in the school.  They work together in a mutually beneficial way.
• Inclusivity is central to the work of the school.  Pupils and staff are cherished.  As a result, they are able to succeed and thrive in a range of ways. Pupils with differing needs, including those who have special educational needs and disability (SEND) are understood and nurtured compassionately.
• The effective and knowledgeable leadership of the religious education (RE) curriculum impacts the deep questioning and reflectiveness of pupils.  The curriculum is well-crafted with a balance of Christianity, major world religions and worldviews.