Baxenden St John’s Church of England Primary School

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About Baxenden St John’s Church of England Primary School

Name Baxenden St John’s Church of England Primary School
Ofsted Inspections
Headteacher Julie Green
Address Church Avenue, Baxenden, Accrington, BB5 2RQ
Phone Number 01254234074
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 206
Local Authority Lancashire
Highlights from Latest Inspection


Baxenden St John's Church of England Primary School continues to be a good school.

What is it like to attend this school?

Pupils feel cared for and welcome at this school. They are greeted warmly each day by staff.

Children in the early years adapt smoothly to well-established routines. They relish opportunities to explore the outdoors and to learn alongside their classmates.

Pupils enjoy learning a diverse range of subjects.

They rise to meet the school's high expectations of what they can achieve academically. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well. They work hard and strive to do their best. behave well. Staff promptly address any conflicts that arise. This helps pupils to feel safe in school.

Pupils are respectful to each other and to adults. Pupils celebrate difference and make everyone feel valued and accepted in their school.

Pupils are keen ambassadors for their school.

They eagerly embrace taking part in sports competitions and musical performances. Older pupils demonstrate a sense of duty through their various roles of responsibility. For example, they act as members of the school parliament and sports captains.

Pupils enjoy opportunities to take part in residential trips and fundraising activities. These bolster their confidence, resilience and self-worth. Pupils are proud to be part of their school community.

What does the school do well and what does it need to do better?

The school's well-designed curriculum is ambitious for all pupils, including those with SEND. The important knowledge that pupils need to learn is carefully ordered from the early years to Year 6. Pupils have many opportunities to practise what they learn.

Their knowledge and understanding in most subjects deepen over time. This helps pupils to apply what they know when they encounter new learning.

The school accurately identifies the additional needs of pupils with SEND.

Staff use a variety of approaches to help these pupils to learn the same curriculum as their peers. Customised support enables pupils with SEND to be successful and to achieve well.

In most subjects, the school checks how well the curriculum is being delivered.

This information is used to inform improvements to the curriculum in these subjects. However, in a small number of subjects, this work is at an earlier stage. This hinders the school from identifying where some teachers need more support to deliver these subjects well.

The school checks pupils' learning in most subjects. This provides teachers with useful assessment information, which informs how they shape future learning.

The school has successfully fostered pupils' love of reading.

This is reflected in the wide range of books that pupils experience. Pupils read widely and often across a range of subjects. Children in the early years enjoy listening to their teachers read their favourite stories.

Older pupils enthusiastically recommend books from their favourite authors to their friends.

Phonics is taught consistently well from the beginning of the Reception Year. Children quickly learn the sounds that letters represent.

This helps them when they read new and unfamiliar words. Staff support pupils who struggle to keep up with the phonics programme so that they learn all that they should. Most pupils become confident and fluent readers by the end of key stage 1.

Pupils are polite and well mannered. They spoke positively about their experiences of school. Children in the early years settle into school quickly.

They learn the behaviours that the school expects. This strong start is built upon across the rest of the school.

Attendance is a high priority for the school.

Most pupils attend well. The school provides effective support for pupils and their families to help reduce any rates of absence.

Pupils benefit from many opportunities to enhance their personal development.

For example, they develop their aspirations for their future careers by meeting people from a range of professions. Pupils learn about different faiths and cultures. This prepares them well for life in modern Britain.

Visits to places of interest, including to the theatre, help to broaden pupils' experiences further. As members of committees, pupils make a positive contribution to the life of the school. For example, they lead assemblies and run sports clubs.

Governors are well informed about the work of the school. They use their breadth of knowledge successfully to hold the school to account for the quality of education that it provides for pupils. Governors are mindful of staff's workload.

Staff appreciate the support available for their well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's checks on how well the curriculum is delivered in some subjects are not specific enough.

This prevents the school from having a clear enough understanding of the impact of curriculum delivery on pupils' learning. The school should ensure that the checks that they make on the impact of the curriculum accurately identify where teachers need more support to deliver the curriculum consistently well.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in November 2014.

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