|Name||St John Church of England Voluntary Controlled Primary School Danbury|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 January 2018|
|Address||Little Baddow Road, Danbury, Chelmsford, Essex, CM3 4NS|
|Religious Character||Church of England|
|Number of Pupils||224 (44% boys 56% girls)|
|Number of Pupils per Teacher||23.9|
|Percentage Free School Meals||11.2%|
|Percentage English is Not First Language||2.2%|
|Pupils with SEN Support||8.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The previous headteacher left in December 2014 and the current headteacher joined the school in April 2015. The school was led by the deputy headteacher during the intervening term. The school meets current floor standards. These are the minimum standards, set by the government, for pupils’ attainment and progress. This is a Church of England primary school. It is part of the Diocese of Chelmsford.
Summary of key findings for parents and pupils
This is a good school Leadership is effective and the school is improving as a result. The school is a happy place where pupils work hard and behave well. The school has a very caring ethos. All pupils are valued as individuals. This helps them to learn to care for and about other people. Governance is strong. Governors support the school well and ensure that leaders carry out their roles effectively. The quality of teaching is good and improving. Teachers plan learning carefully to ensure that they meet the needs of all learners. Pupils’ personal development and welfare needs are met particularly well. Pupils feel very safe at school and know that they can rely on staff to help and support them. Pupils behave extremely well throughout the school day. It is very rare for learning time to be lost as a result of low-level disruption. Pupils make good progress in reading, writing, mathematics and a wide range of other subjects. Pupils’ excellent attitudes to learning help them to do well. Children get off to a good start in the early years. Sometimes from low starting points, a higher than average proportion of children achieve a good level of development by the end of the Reception Year. Leaders’ approach to school improvement is not systematic enough. This slows the pace towards making this an outstanding school. Progress in writing is weaker than in other subjects. Spelling and punctuation errors are common in pupils’ work. Pupils’ handwriting is often underdeveloped.