Higham St John's Church of England Primary School

What Ofsted said

From the inspection on 27 January 2026

Leaders do not ensure that pupils receive a high-quality education. Pupils, including children in the early years, do not experience a curriculum that is well designed. It does not help them to build their knowledge and skills securely across all subjects over time. Many pupils, including those who are vulnerable and children in the early years, do not secure basic skills in handwriting, punctuation or grammar quickly enough. This slows their progress to becoming confident writers and hinders their learning. Aspirations for what pupils can achieve are too low. Although pupils' attainment by the end of Year 6 in reading, writing and mathematics is close to the national average, pupils' progress through the curriculum in other subjects is too variable. Children in the early years and older pupils are not supported well enough to focus for a sustained period of time or to become independent learners. Staff do not make sure that pupils engage fully with their learning. Some pupils do not contribute during lessons nor do they listen carefully to their teachers. Many pupils do not produce their best work. This means that, over time, pupils, including those with special educational needs and/or disabilities, do not learn all that they should in readiness for their next stage of learning. Pupils describe their school as a family. They enjoy coming to school and attend regularly. They value the school's caring atmosphere and they show kindness to each other. Pupils appreciate how staff take the time to get to know them and their families well. Typically, staff deal with any incidents of bullying effectively. This helps pupils to feel safe. The programme to promote pupils' personal development ensures that pupils are ready for life in modern Britain. Pupils' conduct around school is courteous and most behave sensibly in lessons. They appreciate the increasing opportunities they have to go on trips and visits. They enjoy being physically active, particularly at lunchtime. Pupils also look forward to taking part in exciting activities, such as fencing and judo.

What the school should improve

• Governors must gain the skills, knowledge and expertise that they need to hold leaders to account effectively. They should ensure they have an accurate view of the school's strengths and weaknesses so they can check that leaders focus on appropriate improvement priorities.
• Governors must support leaders with their workload and wellbeing so that leaders can prioritise school improvement work.
• Leaders must ensure that the curriculum across all subjects is ambitious, well sequenced and meets the needs of all pupils, especially those in mixed-age classes and those with special educational needs and/or disabilities.
• Leaders must ensure that teachers have the knowledge and expertise to deliver the curriculum well so that it enables pupils to achieve well.
• Leaders must make sure that staff know how to adapt their teaching to meet the needs of different groups of pupils.
• Leaders must ensure that the school’s assessment systems help staff identify misconceptions and resolve learning gaps, so that pupils develop detailed knowledge across the curriculum.
• Leaders must ensure that the early years curriculum meets the requirements of the early years foundation stage. Leaders must check that staff have the knowledge necessary to design purposeful and engaging learning that prepares children well for key stage 1.
• Leaders and governors must ensure that gaps in pupils' early reading and writing skills, including pupils with special educational needs and/or disabilities, are addressed swiftly so that all pupils can access the full curriculum.
• Leaders and governors must promote a culture of high expectations, where pupils work hard, engage well and produce high-quality work.

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