St John’s Primary School

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About St John’s Primary School

Name St John’s Primary School
Ofsted Inspections
Head of School Mrs Ellen Rinttila
Address Victoria Road, Knaphill, Woking, GU21 2AS
Phone Number 01483476450
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 228
Local Authority Surrey
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this nurturing and improving school. Pupils experience a good quality of education at all stages. This starts in the early years foundation stage (EYFS).

In these classes, dedicated and caring staff enable the youngest children to explore carefully chosen activities. Across the school, pupils now learn a curriculum that builds their knowledge well. This better quality of teaching and learning also means pupils are engaged in their learning.

Pupils appreciate the range of extra opportunities the school provides. A range of clubs are available to them to develop their interests. The trips and visitors that staff organise enhance the well and give pupils new experiences.

For example, pupils learn more about Shakespeare through interactive drama workshops. They are also proud of the contributions they make to local art exhibitions.

Pupils show the school's values daily, which include kindness, courage and responsibility.

Learning is rarely interrupted by the behaviour of others. Pupils welcome new classmates and aim to make everyone feel included. Pupils treat each other as equals regardless of any differences in their backgrounds.

This creates a friendly, calm and purposeful atmosphere at the school.

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

The school is ambitious and aims to ensure that all pupils receive a great start to their education. The school has developed its curriculum well in recent years.

Pupils now learn valuable knowledge, skills and vocabulary in a clear sequence in all subjects. This means that pupils now know and remember more of the curriculum.

The school ensures pupils have exposure to a range of high-quality texts.

Teachers use these to develop pupils' love of reading and reading comprehension. The school has been tenacious to ensure that the teaching of early reading is of high quality. As a result, all staff have received appropriate training to deliver phonics lessons with precision.

Accurate checking processes enable staff to identify pupils swiftly if they start to fall behind in phonics. While the school provides additional support for these pupils, it is not fully effective. This means that these pupils do not catch up in reading as quickly as they could.

Although the new curriculum in other subjects is still embedding, it has developed considerably since the last inspection.Overall, the school has ensured that staff know how to teach all subjects well. Occasionally, however, teachers do not ensure that all pupils' needs are consistently met.

Sometimes this means that some pupils are not challenged enough. Also, at times staff do not adapt the learning effectively enough for pupils with special educational needs and/or disabilities (SEND). This means some pupils do not achieve as much as they could.

Pupils show good manners and calm behaviour throughout the school. Pupils engage well and are inquisitive in their learning. For example, during the inspection, children in the Nursery demonstrated a gentle curiosity to worms that were wriggling in a container.

Older pupils speak and listen well when discussing in groups. They take any responsibility given to them seriously. The school council, 'sports crew' and house captains help bring a sense of unity among the pupils.

When times are trickier, pupils are thankful for the strong pastoral support they receive if they need it. This helps to give them courage to overcome any difficulties.

Pupils' personal development is strong.

They grow to become sensible, mature pupils ready for secondary school. This is because staff regularly teach pupils about the school's values and model them effectively. Pupils have a strong knowledge of different religions.

They understand how important it is to respect different cultures and beliefs. The school delights in celebrating the success of its pupils, either by awarding certificates or house points.

All those responsible for the school's governance fulfil their responsibilities diligently.

Governors and trustees recognise the efforts that staff have made to improve the school's effectiveness. In return, they ensure all staff continue to develop professionally. Parents appreciate the cohesive effort by all involved to make the school even better.

For example, one parent commented, 'My children are very happy at the school and the teaching staff seem to go above and beyond. There's such a close community feel where it's clear the children are treated almost like a family.'


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all pupils' needs are met consistently well because the new curriculum for some subjects is still embedding. At times, teachers do not challenge pupils enough or adapt learning effectively, including for some pupils with SEND. The school should ensure that the impact of the curriculum means that all pupils achieve as well as they can.

• Pupils who need extra support in early reading are not always given the additional help that they require. This means some pupils do not catch up as swiftly as they could. The school should make sure that pupils' needs are met consistently well when learning to read.

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