Durham Johnston Comprehensive School

What Ofsted said

From the inspection on 4 February 2025

Durham Johnston is a school where pupils feel safe, happy and valued. There are strong, caring relationships between staff and pupils and the school has a warm, harmonious ethos. Students demonstrate a strong moral compass and are proud to be part of the school community. Pupils are supported to develop a strong understanding of the world around them. In line with one of the school's core values of public service, a significant number of pupils demonstrate a tangible commitment to make a positive contribution to their local community and beyond, both now and in the future. Behaviour in lessons and around school is consistently calm and purposeful due to effective systems built on strong relationships. Pupils and parents and carers report that bullying is rare but, when it happens, it is dealt with highly effectively. Attendance at school is very high. Pupils consistently display a positive attitude to their studies. Pupils achieve well overall in Year 11 examinations. Pupils who start secondary school with a strong knowledge of the primary curriculum achieve exceptionally well at the end of Year 11, compared to similar pupils nationally. The achievement of other pupils is more variable, although still broadly in line with national averages for similar pupils. The sixth-form provision is exceptional. A focus on academic reading supports students to develop their understanding beyond the norm for their age. This, coupled with expert support from teachers, allows students to achieve exceptionally highly in external examinations, preparing them well for future destinations. Support for students with special educational needs and/or disabilities (SEND) in the sixth form is strong. The high proportion of students who join the sixth form at the start of year 12 receive a curriculum offer which meets their different starting points. This enables students to succeed.

What the school should improve

• The support plans in place for pupils with SEND are not always used routinely by teachers to provide the support that pupils need to be successful in lessons. As a result, sometimes pupils with SEND struggle in lessons and do not learn the intended curriculum. Leaders should ensure that pupils consistently receive the support identified within their plans.
• A small number of pupils who have gaps in their phonological knowledge do not always quickly receive the support they need, when joining the school. As a result, they may struggle with decoding unfamiliar vocabulary. Leaders should ensure that pupils who need support with their reading get the precise support they need, at the time they need it.
• Leaders do not always precisely evaluate the impact of their actions to improve aspects of provision. As a result, some areas of school are not improving as quickly as leaders would want because they are not able to identify where they need to refine the actions being taken. Leaders should ensure that actions taken to improve school are carefully evaluated against clear impact related success criteria so adjustments can be made, where necessary.

Read the full Ofsted report (opens in a new tab)