St John’s Church of England Voluntary Controlled Primary School in Colchester has been recognized as a good school following its inspection on October 4 and 5, 2022. The school is characterized by a welcoming atmosphere where pupils take pride in being part of the community. Their behavior is commendable, reflecting the school’s core values of courage, peace, hope, faith, respect, and compassion. Parents express positive sentiments about the school, highlighting the supportive environment it provides.
The staff at St John’s maintain high expectations for student achievement, and pupils generally respond positively to the educational activities prepared for them. This results in good academic performance, with early years children also benefiting from their time in school by acquiring new knowledge and skills. Pupils actively participate in school life, taking on various responsibilities, such as being part of the Green Team. During break and lunchtime, they engage in sensible play, and older students contribute to a supportive environment by helping younger pupils make friends and feel included. The school effectively addresses any rare incidents of bullying, ensuring that pupils feel safe and supported.
The leadership team has implemented a well-structured and ambitious curriculum that caters to the needs of all pupils, including those with special educational needs and disabilities. The curriculum is designed with careful consideration of the incremental steps in learning that pupils should follow. For instance, in geography, pupils build on their map skills and knowledge year after year. However, there are areas, particularly in physical education and design and technology, where the curriculum is still being refined, and pupils may not always acquire essential knowledge in a timely manner.
Subject leaders are given the opportunity to assess the impact of the curriculum, leading to improvements in most subjects. Nonetheless, some leaders lack a comprehensive understanding of how well pupils are learning in certain subjects due to insufficient classroom observations. This gap in oversight can hinder the ability to ensure effective teaching practices are consistently applied.
Pupils demonstrate a strong engagement with reading, with staff ensuring that the books available match their reading levels. The school has established a solid foundation for early reading, with well-trained teachers providing phonics instruction that supports fluent reading. The library is an inviting space that encourages pupils to recommend books to their peers.
In mathematics, teachers effectively recap previous learning, helping pupils make connections with new concepts. Regular assessments allow teachers to tailor future lessons based on pupils’ understanding. Overall, pupils, including those in early years, show enthusiasm for learning and maintain focus during lessons, with minimal disruptions.
The school also prioritizes the personal development of pupils through a variety of extracurricular activities, including sports, choir, drama, and art clubs, ensuring inclusivity for all students. The governing body plays an active role in holding school leaders accountable, asking challenging questions and verifying that the school’s practices align with its stated objectives. Staff report feeling well-supported, with leaders considering their workload and well-being.
Safeguarding measures are effective, with pupils educated about safety in various contexts. Staff are trained to recognize and address concerns, ensuring that vulnerable pupils receive timely support. The school collaborates with external partners to maintain a safe environment for all students.
To enhance its effectiveness, the school should focus on refining the curriculum in physical education and design and technology to ensure that pupils build on their prior knowledge systematically. Additionally, subject leaders should be encouraged to conduct more classroom observations to gain insights into the implementation of the curriculum and its impact on pupil learning.
