St John’s Church of England Primary School

About St John’s Church of England Primary School Browse Features

St John’s Church of England Primary School


Name St John’s Church of England Primary School
Website http://www.stjohnsdorking.uk
Inspections
Ofsted Inspections
Address Goodwyns Road, Dorking, RH4 2LR
Phone Number 01306884506
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 231 (51.9% boys 48.1% girls)
Number of Pupils per Teacher 16.9
Academy Sponsor The Good Shepherd Trust
Local Authority Surrey
Percentage Free School Meals 35.9%
Percentage English is Not First Language 8.7%
Persistent Absence 14.2%
Pupils with SEN Support 16.9%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

St John’s Church of England Primary School became an academy in November 2013, under the Good Shepherd Trust, led by the Diocese of Guildford.

There is one class in each year group, including a Nursery and a Reception class. Until recently the classes have been very small. As the school is becoming increasingly popular, the younger classes are full.

Just under half the pupils at the school are eligible for the pupil premium. This is much higher than other schools across the country. The percentage of pupils who have special educational needs and/or disabilities is also very high at over a third.

Since the last inspection of the predecessor school, interim headteachers have led the school prior to the appointment of the current headteacher. The school provides a breakfast and after-school club. The Nursery provides morning or afternoon sessions for 20 children.

The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

The new headteacher, who joined the school in April 2015, has taken rapid action to tackle the failings of the predecessor school, which failed to provide a good standard of education for many years. Since his arrival, there has been a significant turnaround in the school’s effectiveness.

Consequently, teaching and outcomes have improved and are now good. Governors carry out their roles effectively by asking challenging questions of the headteacher and other leaders. They hold the staff to account for how well pupils are doing.

Subject leaders are developing in their roles but they are in the early stages. Consequently, work to develop the teaching of subject-specific skills is in the early stages. Almost all pupils are making more than expected progress to catch up to where they should be.

This is particularly the case for disadvantaged pupils and those who have special educational needs and/or disabilities. Teachers and teaching assistants are effective in their roles. They ensure that the majority of lessons are interesting, well organised, calm and purposeful so pupils can learn.

Behaviour is almost always good and sometimes better. Leaders have successfully improved attendance, which was well below that of other schools nationally. It is now broadly average.

Pupils’ personal development and welfare are promoted well. The nurture room, play therapist and individually planned support enable pupils who have previously found school difficult, to thrive. The focus on improving teaching and learning in reading, writing and mathematics has ensured that many more pupils are now well prepared for the next stage of their education.

The school provides a wide range of additional opportunities, including cooking and swimming. Staff at the school make sure that pupils are safe. They undertake their responsibilities well to ensure that concerns are acted upon.

Learning about British values and other cultures is not embedded within the curriculum. Some pupils, including the most able, are not yet achieving as much as they could in reading, writing and mathematics. The academy trust supports the school effectively and oversees governance and leadership appropriately.