St John's CofE School

What Ofsted said

From the inspection on 3 February 2026

Pupils at St John’s Church of England Primary School arrive to a calm and welcoming start to the day. Staff greet them and their families warmly. The school’s nurturing ethos and commitment to St John's Way values are lived out by pupils. They attend well and show care and kindness towards one another. Parents and carers appreciate the school’s ‘family feel’. Clear routines help pupils settle quickly into learning. Some pupils join at different points of the school year. Whenever they join, each new pupil gets the help they need to settle in swiftly. New pupils adjust well to this. They quickly learn the school's behaviour routines that help everyone learn well. Staff have ambitious aims for pupils' achievement. Pupils enjoy their learning and generally achieve well. The school’s published outcomes reflect this. Where pupils have gaps in their learning, leaders improve provision and offer appropriate support. Disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils with barriers to their learning generally receive carefully planned support to access learning. Pupils trust adults to help them if they have a worry. They feel safe. Pupils have positive relationships with staff. They know that adults notice them and understand their needs well. The school has high expectations for behaviour. Pupils rise to meet these and behave well. Bullying and unkind behaviour are rare. Pupils are well prepared for life in modern Britain. They make a meaningful contribution to the ‘Pupil Personal Development Passport’. For example, their active involvement in fundraising is purposeful. It reflects a growing sense of social responsibility. Pupils enjoy a wide range of broader experiences. They benefit from the wide range of clubs available to them, from sports to the Spanish club. Opportunities such as these help pupils develop their talents and interests.

What the school should improve

• Leaders should ensure that staff precisely identify misconceptions or gaps in transcriptional knowledge in writing, so that pupils build securely and accurately on what they already know.
• Leaders should ensure that all targets for pupils with special educational needs and/or disabilities are precisely matched to their needs, so that pupils more consistently make the progress of which they are capable.

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