|Name||Rowlands Castle St John’s Church of England Controlled Primary School|
|Ofsted Inspection Rating||Good|
|Address||Whichers Gate Road, Rowland’s Castle, PO9 6BB|
|Religious Character||Church of England|
|Number of Pupils||205 (53.7% boys 46.3% girls)|
|Number of Pupils per Teacher||26.8|
|Percentage Free School Meals||19%|
|Percentage English is Not First Language||1.9%|
|Pupils with SEN Support||6.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (24 November 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school. The great majority of pupils are from White British backgrounds. The proportion of pupils who have special educational needs and/or disabilities is lower than the national average overall, but broadly average for SEN support. There are no pupils with an education, health and care plan or statement of special educational needs. The proportion of pupils eligible for support through the pupil premium is well below average. The school meets the current floor standards, which set out the minimum expectations for pupils? attainment and progress by the end of Year 6. The school offers extended school provision. This includes both care for pupils who arrive at school early and for those who need to stay late. A range of chargeable clubs and activities can be accessed as part of this provision. There is a private pre-school on site. This is not managed by the school and is inspected separately. There have been two monitoring inspection visits since the previous inspection.
Summary of key findings for parents and pupils
This is a good school Senior leaders actively drive forward improvement. They know well about current strengths, tackle weaknesses effectively and promote further developments innovatively. Leaders, governors and staff share a clear vision for the school, so that the school is on a journey of continual improvement. Senior leaders work well with teachers to improve the quality of teaching so that it is typically good. However, learning support assistants do not make a consistently effective contribution to pupils? learning across the school. The teaching of phonics is effective. Pupils tackle unfamiliar words confidently and use their phonics skills effectively. Subject leaders? opportunities to improve the quality of teaching in the subjects for which they are responsible are sometimes limited. School leaders do not provide governors with sufficient detailed information to enable them to challenge them about the quality of teaching and the progress that pupils make. Pupils in key stages 1 and 2, including those supported through the pupil premium, make good progress in reading, writing and mathematics. Standards have risen to above national averages. Still, more can be done to improve the proportion of pupils reaching the highest standards of achievement. Pupils have good attitudes to learning and are supported well by teachers to identify ways to improve their own learning and take greater ownership of the progress that they make. Pupils? behaviour is good at all times. Pupils feel safe and enjoy school. Attendance is consistently above the national average. The school?s ethos and values permeate through the school, ensuring a positive atmosphere and strong relationships between adults and pupils. Pupils? spiritual, moral, social and cultural development is strong because it is promoted well by the school?s broad and rich curriculum. Children make an excellent start to their education in early years. Consequently, they are prepared well for the challenges of Year 1.