St John’s Catholic Primary School, Skelmersdale

Highlights from Latest Inspection

Outcome

St John's Catholic Primary School, Skelmersdale continues to be a good school.

What is it like to attend this school?

Pupils told the inspector that they enjoy coming to school. Pupils thrive because they are determined to succeed and staff have high expectations of their achievement and behaviour.

Most pupils, including those with special educational needs and/or disabilities (SEND), and children in the early years, achieve well in many subjects.Pupils feel safe at school. They are confident that they can talk to any member of staff if they have any concerns.

Pupils know that should bullying happen, it will be dealt with immediately. Parents and carers are happy with thei...r children's progress. Typically, they describe staff as supportive and caring.

Pupils treat others with dignity and respect. They behave well. They learn about fundamental British values, including the rule of law and individual liberty.

Pupils celebrate cultural and religious diversity.Pupils live up to the school motto, 'to live in love'. They develop their leadership skills as librarians and members of the school council and pupil parliament.

Pupils enjoy a wide range of achievements to treasure, which include visits to beaches, churches, a zoo, libraires, a farm and museums. They are especially keen on honing their yoga and baking skills in after-school clubs. Year 6 pupils enjoy their annual residential retreat, where they develop skills such as orienteering.

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

Leaders and governors have developed an ambitious and logically ordered curriculum. This helps pupils, including those with SEND, to acquire and develop the knowledge and skills they need to succeed. Leaders provide pupils with experiences that enliven the curriculum and help to build pupils' cultural capital.

In most subjects, teachers carry out regular checks to find out how well pupils, including children in the early years, are learning. However, in a few subjects, teachers' checks on pupils' learning are not as effective as they should be. In these subjects, some pupils are not remembering knowledge as securely as they should.

Staff quickly and effectively identify pupils with SEND. Leaders work closely with different agencies and parents to make sure that pupils with SEND get the specialist support that they need. The curriculum is organised so that SEND pupils do not miss out on any aspect of learning.

As a result, pupils with SEND develop their knowledge and skills well.

Pupils and staff are passionate about reading, which is prioritised throughout the school. Different initiatives generate an excitement about reading.

For example, pupils are encouraged to take the hundred book challenge, which helps to broaden their knowledge of different authors and poets.

The school's phonics and early reading curriculum is delivered effectively by well-trained staff. Phonics is taught from the start of the Reception Year.

Children in the Nursey class learn to sound-out and read simple words. In the provision for two-year-olds, children learn nursery rhymes and listen to popular stories every day. Older pupils who need support to read well are identified quickly.

They continue to receive effective support for as long as required. This means that most pupils become confident, fluent readers.

Pupils, and children in the early years, have positive attitudes to learning.

They know the school rules and adhere to them. As a result, the school is a very calm and purposeful place where pupils can learn effectively. Pupils enjoy sharing their ideas in class.

They follow instructions closely and respect each other's views. Children in the early years listen to staff carefully. Their inquisitiveness and thirst for knowledge enhances their understanding of the world around them.

Leaders provide a rich and varied personal development curriculum, which includes many opportunities for pupils to develop into active and considerate citizens. For example, pupils raise funds for different charities and a local foodbank. They recently supported an appeal to help people in Ukraine.

Pupils learn how to maintain an active and healthy lifestyle. Older pupils are knowledgeable about current affairs and managing money. A mental health week raises pupils' awareness of the importance of mental well-being.

Staff enjoy working at the school. They are committed to the school's values. Staff told the inspector that leaders are approachable and considerate of their mental health, well-being and workload.

Governors challenge and support leaders in equal measure. They have a detailed understanding of how well pupils are performing.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors ensure that stringent safeguarding procedures are in place. Staff are trained well. They quickly refer their concerns to other agencies if they are concerned that a pupil may be at risk of harm.

Staff are familiar with the government's latest guidelines on keeping pupils safe in education. Highly trained safeguarding leaders make sure that staff are kept up to date on matters relating to pupils' safety. Leaders work with different partners to make sure that pupils get the support that they need.

Staff help pupils to learn how to stay safe. For example, pupils learn about internet and fire safety and the potential dangers of rivers and waterways.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders' checks on pupils' learning do not provide sufficient information about pupils' missing or forgotten knowledge.

This hinders teachers' ability to help pupils to learn this knowledge and build new knowledge securely. Leaders should ensure that checks better enable teachers to identify pupils' missed or forgotten learning so that they can help pupils to learn this knowledge and build more effectively on what pupils already know.

Background

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 second section 8 inspection since we judged the school to be good in April 2012.