St John's Church of England Primary School in Keele, Staffordshire, was inspected from June 6 to June 7, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and early years provision also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and leadership and management.
Pupils at St John's are generally happy and feel safe, benefiting from warm relationships with staff. They are eager to learn and strive to meet the higher expectations set by the new headteacher. The school promotes a calm and respectful culture that aligns with its Christian values. Pupils exhibit good behavior in classrooms and throughout the school, understanding the rules and feeling supported in their efforts to maintain good conduct. They are encouraged to be kind and supportive of one another, fostering a collaborative environment.
The school offers a variety of clubs and activities that align with pupils' interests, and they express enthusiasm for educational trips to museums, theaters, and other venues. The new headteacher has taken significant steps to improve the quality of education, identifying weaknesses in the curriculum and its delivery. With support from governors, she has initiated a comprehensive review of subject teaching, leading to a redesign of the curriculum that considers the needs of all pupils, including those with special educational needs and disabilities.
Improvements in early reading have been quickly established, resulting in a notable increase in pupils learning to read fluently. The identification of needs for pupils with special educational needs has also improved, leading to better progress in reading for these students. However, some areas of the newly designed curriculum remain less secure, with unclear sequences of learning in certain subjects. Teachers possess good subject knowledge and have received high-quality training, but there is a need for more clarity regarding formal assessment methods and how they inform teaching and learning.
Historically, the early years provision faced challenges that hindered children's development. However, recent improvements in the curriculum and care practices have begun to address these issues. Children are now learning routines that support their knowledge development, particularly in early reading and vocabulary. Leaders have ensured a wide range of activities that broaden pupils' understanding of their community and promote active citizenship. Pupils demonstrate a good understanding of British values and show respect and tolerance for others.
Despite the positive changes, the school faces challenges related to workload pressures for teachers due to the urgent need for improvement. The rapid pace of change has also created some strain among parents and staff, highlighting the need for better communication from leaders to ease the transition. Safeguarding arrangements are effective, with leaders prioritizing pupil safety and ensuring staff are well-trained to identify and address concerns.
To improve further, the school must fully develop and embed the new curriculum, ensuring that all subjects are implemented effectively and that pupils learn and remember key content. Leaders should enhance the use of formal assessments to shape learning and clarify expectations for presentation and handwriting to eliminate barriers to learning. Regular oversight of early years provision is essential to sustain improvement, and better communication with stakeholders is necessary to strengthen relationships and understanding of the school's mission.
