St John the Baptist Catholic Primary School, Andover

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About St John the Baptist Catholic Primary School, Andover

Name St John the Baptist Catholic Primary School, Andover
Ofsted Inspections
Headteacher Mrs Catherine Whatley
Address Floral Way, Salisbury Road, Andover, SP10 3PF
Phone Number 01264361806
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 215
Local Authority Hampshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including pupils with special educational needs and/or disabilities (SEND), strive to 'go beyond what is expected' at this caring, inclusive school. Pupils are proud to say that their school encourages them to respect people from other backgrounds and to treat everyone equally.

This is lived through the school's values. Pupils have regular opportunities to promote and celebrate the rich diversity of languages and cultures at the school. For example, staff and pupils learn Makaton sign language.

Also, weekly 'Mission' assemblies help pupils to recognise qualities such as perseverance in each other and share these in a way that develops a sense of community.
Pupils treat adults and each other with courtesy and politeness. They thrive when taking on responsibilities, such as school councillor or 'buddies' who help younger pupils to learn the school's rules of 'be ready, be respectful and be safe'.

From the beginning of Reception, children learn about good manners and enjoy helping others. Pupils say that they feel safe. Bullying is rare, but if any incidents do occur, adults do all they can to find positive resolutions.

One parent said, 'It is a very special community to be part of where everyone feels important and included.'

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

Leaders want every pupil to achieve at the highest levels and to be prepared for their next stage of education. In most subjects, leaders have thought about the knowledge that they want pupils to learn.

Staff are committed to ensuring that pupils make the progress they need to against the curriculum that has been set out. Staff adopt teaching approaches that help pupils to remember what is being taught. Pupils' work is generally of a high standard, and strongest where the curriculum has been developed the most.

Children in the early years achieve very strongly across all areas of learning, often from low starting points and with many pupils who speak English as an additional language. In some subjects, however, the curriculum is at an earlier stage of development, which means pupils are not achieving all that they could.

Leaders prioritise reading and teaching phonics.

They have constructed an approach to teaching reading which builds phonic knowledge. However, leaders have not yet provided staff with consistent training so that they all have the expert knowledge that they need. Some phonics teaching in Key Stage 1 is not as precise and effective as it could be, meaning that pupils could make even swifter progress in learning to read.

Pupils take home books that are matched to the sounds they have learned. If any pupil falls behind, they are helped to catch up to their peers. This work, together with highly effective phonics teaching in Reception, ensures that pupils learn and achieve well overall.

Leaders have an infectious enthusiasm for literacy which helps pupils to develop a love of reading. Teachers teach reading with joy. Reading for pleasure is a strength of the school.

Leaders create positive, engaging classrooms. Resources are accessible and support pupils, including pupils with SEND, to access learning and develop their confidence over time. Where subjects are further developed, teachers are able to check what pupils have remembered.

In the early years, staff have a forensic approach to assessing pupils' needs. Any pupils with SEND are quickly identified and staff engage with external agencies, where necessary, to ensure that pupils get the help that they need.

Pupils enjoy trips and visits that help to bring the curriculum to life.

Pupils talk confidently about the religious character of the school and speak positively about some enrichment activities, for example football at lunchtimes and residential trips to Little Canada and Ufton Court. Assemblies are used to connect home and school together, celebrating children's achievements, no matter how big or how small, and encouraging pupils' high levels of attendance.

Staff appreciate leaders' and governors' efforts to consider their workload and well-being.

There is a highly committed team at the school who are very supportive of leaders. Governors work with determination to offer appropriate support and challenge to school leaders. Governors are skilled and knowledgeable.

They have an accurate understanding of the strengths and areas for development of the school.All stakeholders are united in their praise of the hard work of the headteacher and staff at the school. One parent echoed the views of many when they said, 'The headteacher is exceptional.

Staff are approachable, caring, enthusiastic and dedicated.'


The arrangements for safeguarding are effective.

Leaders maintain a strong safeguarding culture at the school.

They ensure that all staff know what the signs of abuse are and what to do if they have any concerns. Where needed, leaders act quickly and work with external agencies. Pupils have a strong knowledge of how to keep themselves safe online and of the potential harm of social media and technology.

Pupils know that there are trusted adults to talk to if they are worried. Leaders carry out checks on adults before any employment or placement at the school. Leaders keep accurate records and audits that are checked by governors and the local authority.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some curriculum subjects are not fully developed because the precise knowledge that pupils need to learn has not been identified clearly enough. Work to develop these subjects is ongoing. Leaders should ensure that all subject curriculums are designed so that pupils, including pupils with SEND, learn all of the important knowledge that they need.

The phonics programme is not as well developed as it could be, resulting in some phonics teaching not being delivered consistently and effectively. This means that some pupils are not learning phonics as well as they could. Leaders must continue to develop precision and consistency by further developing the school's phonics programme and ensuring all staff develop the phonics expertise that they need.

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