Knaresborough St John’s Church of England Primary School

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About Knaresborough St John’s Church of England Primary School

Name Knaresborough St John’s Church of England Primary School
Ofsted Inspections
Headteacher Mr Alex Hope
Address Stockwell Road, Knaresborough, HG5 0JN
Phone Number 01423863265
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 314
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Knaresborough St John's C of E Primary School is welcoming and caring.

Pupils say they feel safe. They enjoy learning, making friends and exploring diverse activities like cookery club, drum workshops and football practice.Relationships between pupils and adults are strong.

Respect is at the very heart of this school and individuality is celebrated. Pupils say that bullying is rare, and they know that staff will deal with it quickly if it does happen. Pupils say that one of the best things about their school is how kind staff are.

Leaders at all levels are passionate about their school and have high expectations. Their goal is for students to flourish in all ...areas. This includes academically, spiritually and by becoming active in the local community.

Leaders ensure pupils study a broad and ambitious curriculum. Behaviour in lessons is good. Pupils try hard and listen well.

The school places very high value on pupils' personal development. Wider opportunities for pupils include regular visits such as Knaresborough Castle and Yorkshire Sculpture Park. Pupils understand how to stay safe online and in the wider world.

They know how to keep themselves healthy, both physically and mentally.

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

The school promotes a love of reading. Pupils talk about their favourite authors and books with much enthusiasm.

The phonics programme begins as soon as children start in Reception. Staff are trained well in how to teach phonics. Teachers ensure that the books pupils read align with the sounds that they have been taught.

Pupils become fluent and accurate readers. Any pupil who falls behind in their reading receives effective support to catch up quickly.

There is a strong curriculum in place in most subjects.

Leaders have clearly set out the knowledge and vocabulary that they want pupils to know. In subjects such as mathematics and computing, there are clear and consistent structures in place. These ensure that pupils revisit previous learning, are clearly shown new learning and then given lots of opportunities to put it into practice.

The school is still refining curriculum plans in some subjects such as history. This newly introduced curriculum will take time to embed and for pupils to demonstrate their depth and breadth of knowledge as they begin to make links across important themes.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) quickly and accurately.

Staff use this information to set clear targets and provide resources to support pupils with SEND. The school is ambitious for pupils with SEND to achieve well. Staff ensure that pupils with SEND are fully included in lessons.

The early years curriculum is exceptionally well thought out. Staff know what children need to learn. Stories and rhymes bring vocabulary to life.

Routines are embedded, and expectations for all children are high. Children demonstrate concentration, problem-solving and collaboration as they work together. For example, a group of children role playing tigers constructed a detailed plan to capture an elephant for food.

Children achieve well by the end of the Reception Year.

Pupils know what is expected of their behaviour and conduct. The behaviour policy outlines expectations clearly, and children behave very well in lessons.

Where a minority of pupils struggle with their behaviour due to additional needs, support strategies are put in place. A lack of clarity and consistency at unstructured times has led to a small number of older pupils behaving below the level they demonstrate in class.

Pupils' attendance at the school is high.

The school works very closely with families to ensure that this is the case.

There is great emphasis on developing pupils' learning beyond the academic curriculum. Pupils' personal development is woven effectively through school life.

Pupils learn to be tolerant and respectful towards others. They understand the importance of equality. Pupils make an active contribution to the community, for example litter picking, fundraising and writing letters to MPs.

Pupils learn about risks they may face in the locality such as the nearby river and railway.Governors know the school well. There is clear oversight from the trust.

The trust provides many opportunities for staff development. Staff are proud to be a part of the school community. They appreciate initiatives to reduce workload.

Parents speak highly of the school and the education their children receive.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Behaviour during unstructured times does not always meet the same high standard as inside the classroom.

Staff members' expectations of behaviour at these times are inconsistent. As a result, a small number of older pupils demonstrate behaviour that falls below that expected by leaders. The school should ensure consistent expectations of behaviour throughout the school day.

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