St John’s Church of England Primary School

About St John’s Church of England Primary School Browse Features

St John’s Church of England Primary School


Name St John’s Church of England Primary School
Website http://www.stjohnscewalsallwood.co.uk
Inspections
Ofsted Inspections
Address Brook Lane, Walsall Wood, Walsall, WS9 9NA
Phone Number 01543452197
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 358 (53.9% boys 46.1% girls)
Number of Pupils per Teacher 18.3
Local Authority Walsall
Percentage Free School Meals 21%
Percentage English is Not First Language 4.5%
Persistent Absence 4.7%
Pupils with SEN Support 6.7%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about the school

St John’s Church of England Primary School is larger than most primary schools. The proportion of pupils who have special educational needs and/or disabilities is below average. Most children are White British although a small number of pupils have Indian heritage.

Very few pupils are at the early stages of learning to speak English as an additional language. The school has been awarded Artsmark Gold.

Main findings

This outstanding school provides a very good balance of learning and fun.

There is a huge range of exciting opportunities that include residential visits for pupils of all ages and many after-school clubs. Excellent provision for music, the arts and physical education is central to the school’s ethos of developing the talent of every child in the school. The outstanding care, guidance and support and excellent role models provided by staff are reflected in the pupils’ caring attitudes towards others.

Everyone is welcome and is helped to be successful regardless of their background. Parents and carers say ‘nothing is too much trouble for the staff’. Pupils learn to work well together and they feel exceptionally safe.

Consequently, pupils blossom into confident, articulate young people whose outstanding behaviour and tremendous enthusiasm in lessons make a significant contribution to their learning. They are very well prepared for their next stage of education because they learn to be independent, innovative learners who are very enterprising. There is a sharp contrast between the quality of provision in the Nursery and Reception classes.

Activities in the Reception classes are exciting and closely matched to children’s interests and abilities. This combined with outstanding teaching ensures that children make very rapid progress when they are in the Reception classes. In the Nursery class progress is more ordinary because : assessments are inaccurate and therefore expectations are not high enough.

Teaching does not consistently ensure that questioning is finely matched to children’s ability levels so that children’s speaking and listening skills are quickly developed. Additionally, children in the Nursery are not always actively involved in activities that are moving their learning on. All pupils make good, and sometimes outstanding, progress in Key Stages 1 and 2.

Progress is accelerating because of improvements to the quality of teaching and the curriculum. Much of the teaching is now outstanding and teachers carefully assess what each pupil has gained from the previous lesson and then tailor the next lesson in ways that maximise their progress. Attainment is rising and is above average by the end of Key Stage 2.

The leadership and ambition of the headteacher and deputy headteacher have been pivotal to continuously developing a school where every pupil is valued and can succeed. Morale is very high and belief in the school’s success runs through all levels of staff. The whole staff team, governing body and excellent partnership work make a very important contribution to making certain that this outstanding school constantly enhances all aspects of its work.

The school seizes strategies that are designed to bring about improvement, rigorously implements them and makes certain that they are carefully modified to meet this school’s specific needs. The pursuit of excellence has meant that the school has not only built on previously outstanding performance in key areas such as pupils’ personal development, and the quality of care, guidance and support, but has also significantly improved the quality of teaching, the curriculum and leadership and management. Ultimately, this has improved outcomes for pupils, including their attainment in both English and mathematics, and demonstrates the school’s outstanding capacity for further improvement.