St James Church of England Controlled Primary School

About St James Church of England Controlled Primary School Browse Features

St James Church of England Controlled Primary School

Name St James Church of England Controlled Primary School
Ofsted Inspections
Address Bellevue Lane, Emsworth, PO10 7PX
Phone Number 01243372715
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 223 (57% boys 43% girls)
Number of Pupils per Teacher 22.7
Local Authority Hampshire
Percentage Free School Meals 10.3%
Percentage English is Not First Language 12.1%
Persistent Absence 4.4%
Pupils with SEN Support 12.6%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school meets requirements on the publication of specified information on its website. St James is an average-sized primary school. There are eight classes.

There is one class with Reception pupils only and the other three classes in the early years and key stage 1 are mixed year groups. All pupils in Years 3, 4, 5 and 6 are taught in single-age classes. The proportion of pupils who have special educational needs and/or disabilities is similar to other schools across the country.

Approximately a third of all pupils are eligible for the pupil premium, which includes a high number of service family pupils. Most pupils are White British. There are a very small number of pupils from ethnic minority groups, none of whom is in the early stages of learning to speak English.

The school did not meet the government’s floor standards in 2016, which set the minimum expectations for pupils’ attainment and progress in mathematics and English. The headteacher and deputy headteacher were both appointed to their current posts in 2015. There is also a new chair of governors since the last inspection.

Summary of key findings for parents and pupils

This is a good school The headteacher, ably supported by other senior leaders, ensures that teaching is effective and pupils achieve well. Governors are supportive of leaders and hold them accountable for many aspects of their roles. They ask useful questions about pupils’ attainment, but do not consistently challenge whether pupils are making enough progress.

Middle leaders are effective in their roles. They know the strengths and weaknesses in their areas of responsibility and are clear about what they need to do to drive further improvements. Teaching is at least good across the school.

Teachers know what pupils need to learn and plan effective lessons to enable them to make good progress over time. The decline in outcomes in 2016 reflected the varied quality of teaching that pupils received during key stage 2. Leaders took rapid action to improve teaching and, as a result, pupils are doing better than last year, although there continue to be slight variations in progress of some pupils.

Spiritual, moral, social and cultural development is a particular strength of the school. It is supported strongly through assemblies and lessons which encourage pupils to think and reflect. Disadvantaged pupils, service children and pupils who have special educational needs and/or disabilities do well.

They receive high-quality, individual support to make progress and, where necessary, catch up. There are, however, slight variations in the progress of some groups in some classes. Pupils’ behaviour is good.

Pupils treat each other with kindness and consideration. They have very good attitudes to learning. Across the school, pupils demonstrate confidence, resilience and independence.

Parents are very positive about the school. All parents who responded to Parent View said that pupils are taught well and are happy. Many parents commented on the committed staff who work with them to achieve the best for pupils.

Pupils are kept safe. Staff know all pupils extremely well and this helps them to be aware if there are any changes in pupils’ well-being. The curriculum is broad and balanced.

Pupils enjoy lessons and this is reflected in high attendance rates. They like receiving visitors to school and enjoy their educational off-site experiences. However, work in geography and history is not quite of the same high standard as in English and mathematics.