St John XXIII Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are extremely proud of their school, which they describe as being part of a large family. Pupils are happy and safe.

They strive to become active members of their school community and pupil leadership opportunities are plentiful. For example, staff train pupils to become well-being ambassadors.

Staff expect all pupils to achieve highly.

They have created a culture which empowers pupils to succeed and be aspirational about their future lives. Pupils said that they want to make a positive contribution to society.

Pupils' behaviour is excellent.

From the time children join the early years, they learn to get on well with each other. Pupil...s are polite, respectful, and considerate of one another. Pupils and staff enjoy strong positive working relationships.

There is a very calm and purposeful atmosphere across the school. Leaders deal with the rare incident of bullying effectively.

Leaders' provision for supporting pupils' personal development is first rate.

Pupils very much enjoy the many enrichment activities on offer. These include gardening and cooking clubs as well as special days, such as for careers education, for example. Staff also plan regular 'science challenges', which aim to inspire pupils to achieve excellence.

Parents and carers are very positive about the school. They value the work of leaders and staff, and the shared school ethos.

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

Pupils achieve exceptionally well.

Leaders have created a highly ambitious curriculum, which helps pupils to gain and remember deep knowledge across a broad range of subjects. In thinking about each subject, leaders have carefully considered the impact of the pandemic on pupils' learning. They have identified and worked to close gaps in pupils' knowledge while also taking account of pupils' well-being.

Leaders prioritise the teaching of reading. Throughout the school, they have created a culture in which reading is both valued and loved. Staff are trained well in the teaching of phonics, which begins in the early years.

They make sure that pupils read books, which are well matched to the sounds that they know. Staff promptly identify pupils that are falling behind and provide targeted support to help them catch up. Pupils enjoy story time and are encouraged to read at home often.

Early years staff run workshops for parents, so that they know how to support their children's reading. Pupils quickly learn to read with confidence and fluency.

Across the subjects, leaders have considered in depth what they want pupils to know and when.

They plan logical step-by-step chunks of knowledge, from the early years onwards. This helps pupils to deepen their knowledge successfully and make links across different areas of the curriculum. For example, children in the early years develop a strong understanding of numbers and place value.

This prepares them well for deeper mathematical study when they join Year 1. By the time they reach Year 6, pupils apply their mathematical knowledge innovatively and with accuracy. For example, pupils confidently recalled and applied their mathematical understanding in a project to support their move to secondary school.

Teachers have high-quality opportunities to develop subject-specific knowledge and their teaching expertise. This supports them to deliver the curriculum in the way that leaders intend, and in turn help pupils to build up detailed knowledge. Leaders and teachers make strong use of assessment.

They check pupils' understanding often and purposefully. They identify any gaps or misconceptions, and then address these gaps effectively. Pupils achieve highly in all the subjects studied.

Leaders have established strong systems for identifying pupils with special educational needs and/or disabilities (SEND). Working with parents and, as appropriate, with therapists, they assess these pupils' needs with care. Leaders then create bespoke support plans, which they review regularly.

They ensure that staff are well trained on how to make adaptations to resources and teaching to meet pupils' individual needs. As a result, pupils with SEND, including those in the specialist resource provision, have equal access to the ambitious curriculum.

Children in the early years are attentive and concentrate well during formal activities.

Throughout the day, they are inquisitive and enjoy discovering and learning new things. Pupils are highly motivated to do well. They demonstrate resilience in their lessons, for example, by not giving up if they find the work tough.

Lessons proceed smoothly and low-level disruption is uncommon. Pupils' highly positive attitudes make a very strong contribution to how well they learn.

The school's provision for pupils' wider development is exemplary.

Staff encourage pupils to take good care of their physical, mental and emotional health. They teach pupils about equality and diversity and the wrongs of homophobia, for example. Staff support pupils in understanding how to form healthy relationships.

Pupils have rich opportunities for developing and sharing their talents, such as in dance and music performances. Many pupils pass externally graded examinations in a variety of musical instruments

Leaders give staff the support they need and take care of their well-being. Staff said that their workload is manageable and that they feel valued.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff have regular safeguarding training. Staff are vigilant and know how to report concerns.

This helps the safeguarding team to identify pupils who need early help, or who are at risk of abuse. They make referrals to external agencies promptly. There are robust procedures in place for monitoring vulnerable pupils and following up on responses to referrals.

Pupils are taught about risk, how to keep themselves safe, and seek help. This includes when going online, and sexual harassment, for example.

Leaders follow the proper procedures for vetting candidates' suitability to work with pupils.

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