Rowlands Castle St John’s Church of England Controlled Primary School
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About Rowlands Castle St John’s Church of England Controlled Primary School
Rowlands Castle St John’s Church of England Controlled Primary School
Rowlands Castle St John's Church of England Controlled Primary School continues to be a good school.
What is it like to attend this school?
At this school, pupils are enthusiastic about their learning in a wide range of subjects.
They benefit from opportunities to express their creativity and individual views. Pupils of all abilities are encouraged to develop into confident, independent learners. They enjoy that they are recognised and rewarded when they work hard.
Pupils describe their school as a friendly place. It is somewhere they can make friends easily. Pupils say that bullying is rare at this school.
If it does happen, leaders treat it seriously and take ef...fective action. In lessons, pupils are highly focused. They are curious and motivated to learn, which makes low-level disruption extremely uncommon.
The majority of parents would recommend the school and are pleased with the education it provides. One parent's response reflects the views of many in describing the school as '[…] a nurturing place which provides a varied and supportive learning environment.'
What does the school do well and what does it need to do better?
Pupils achieve well at this school due to a thoughtfully designed curriculum.
Leaders work with a common purpose to focus ambitiously on the needs of each pupil. They have ensured that teachers adapt the curriculum to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND). Teachers routinely check that pupils have understood what they are being taught.
They do this so that they can adapt their teaching the following lesson. This results in effective support being added for some pupils or additional challenge for others.
Leaders have thought about what they want pupils to learn and how this builds from the early years to Year 6.
Where plans in a few subjects have been developed more recently, the impact of this approach is not yet as clear in pupils' work. In the majority of subjects, however, there is very clear development of pupils' thinking from year to year. Pupils are also encouraged to think about the connections between the subjects they are learning.
Teachers plan these links deliberately to make sure they are meaningful. For example, pupils are taught about pitch in music in one year and this concept is returned to when they look at sound in science the following year.
The teaching of early reading is a priority in the school.
Leaders have ensured that staff have the expertise they need to deliver high-quality lessons and support. They have carefully matched reading books to the sounds that pupils learn in class. If pupils are struggling, then they receive support which includes regular reading with a trained adult.
This support helps all pupils to learn to read quickly, including those with SEND. The teaching of early reading is particularly effective in Reception where pupils get off to a quick start. Although strong overall, there is sometimes a less consistent approach in key stage 1.
This is because sometimes teachers do not choose resources that help pupils practise what they've learned. The vast majority of pupils at the school become keen readers. They talk enthusiastically about their favourite writers and look forward to visiting the school's library to swap their books.
Leaders are in the process of restoring the full range of clubs on offer at the school. Pupils look forward to an even wider range of opportunities to develop their individual skills and talents. Current options include sports clubs such as netball and hockey, as well as academic options like history and science.
There is also a 'calm club', which is one of many ways pupils are encouraged to take time for quiet reflection. Pupil 'worship counsellors' have been involved in creating a calm space in school where pupils can seek peace and quiet if they need it. The school has also developed a 'peace garden' in the centre of the playground where pupils go to sit quietly or talk among their friends.
Leaders have developed a highly supportive culture in school. Staff are unanimous in recognising the support they are offered. Their appreciation extends to the governing body, who take an active role in the school.
They visit regularly to meet with staff and pupils. New governors are getting to know the school's strengths and development areas quickly. They ask leaders challenging questions which help to bring new perspectives and move the school forward.
The arrangements for safeguarding are effective.
Leaders have ensured that all staff receive effective and up-to-date training in relation to safeguarding. This has contributed to a vigilant culture where concerns are reported readily.
Leaders take timely and effective action in response to any concerns that are raised. They work closely to support families and make referrals to external agencies when necessary.
Pupils are confident in coming forward with things that are worrying them.
They know they can talk to adults in school, especially their teachers or the school's emotional literacy support assistants. They understand how to keep themselves safe and are particularly knowledgeable about e-safety.In terms of safeguarding, governors carry out their roles effectively.
They ensure that the proper procedures are carried out with regard to recruitment. Leaders carry out and record the necessary pre-employment checks on new staff.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects where the curriculum has been developed more recently, it is not yet evident how learning develops from one year to the next.
Leaders are mindful of this and should continue with their plans to embed the curriculum in all subjects. This will result in clearer progression as children move from the early years to year 6. ? Leaders' approach to teaching early reading is not yet delivered consistently by all adults, particularly in key stage 1.
Leaders should ensure that phonics teaching consistently follows a systematic, synthetic approach so that all pupils learn to read quickly. Governors should make sure that they are knowledgeable about developments in early reading so that they can hold leaders accountable in this area of their work.
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 a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.
Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.
This is the first section 8 inspection since we judged the school to be good in November 2016.