Ofsted conducted a subject inspection of St John’s Church of England Primary Academy on 5 February 2020, following which the findings were communicated to the headteacher, Mrs. Helen Lever. The inspection aimed to assess the quality of education in specific subjects at outstanding primary schools. The overall effectiveness judgement of outstanding from the previous inspection remains unchanged.
The inspection revealed that the school has established a structured approach to revising its curriculum, drawing on educational research to enhance how pupils learn and retain knowledge. A clear timetable has been set for curriculum review, with new plans already developed in some areas. The focus has recently shifted to revising the geography curriculum, with the subject leader and vice principal actively involved in this process. The planning aims to cover the national curriculum requirements while effectively linking to the local context. The school is also exploring manageable assessment methods for pupils’ geographical knowledge.
The planning demonstrates an effort to create well-sequenced curriculum plans that align with national standards. However, some content from the national curriculum was not explicitly identified in the planning, particularly regarding place knowledge in key stages one and two. A more detailed plan for teaching map work has been developed and is set to be implemented soon, aiming to clarify how geographical skills and fieldwork will progress across different year groups. The leadership team is considering how to assess pupils’ learning without overburdening staff.
Teachers employ a variety of activities and resources to develop pupils’ geographical knowledge and skills, generally aligning with the planned curriculum. They understand the sequence of lessons and use ongoing assessments to ensure pupils are acquiring the intended knowledge. However, there are instances where resources and activities do not match the intended learning outcomes, particularly in teaching map skills and physical geography.
The school provides diverse methods for pupils to record their learning, including the use of tablet technology, which supports all pupils, including those with special educational needs and disabilities. By Year 6, pupils are confidently using technology for independent research on geographical topics. The leadership team, including governors, is actively monitoring the implementation of the revised curriculum, including geography, and external perspectives are sought to evaluate the impact of improvements.
Pupil engagement in geography is evident, with enthusiasm for learning observed from early years through to Year 6. Reception children demonstrate a solid understanding of geographical concepts, such as hot and cold countries, which lays a foundation for future learning. Year 3 pupils show retention of knowledge about the United Kingdom, while Year 6 pupils effectively connect their current learning on rainforests with prior knowledge. The focus on key geographical vocabulary is yielding positive results, as evidenced by Year 6 pupils’ ability to explain concepts like sustainability and carbon footprint.
The school has a stable pupil population, with a majority of white British students and a lower proportion of disadvantaged pupils compared to national averages. The number of pupils with special educational needs is higher than average, but the teaching staff remains stable, contributing to a consistent educational environment. The school operates as an academy but is not part of a multi-academy trust. The findings from the inspection highlight the school’s commitment to continuous improvement in its geography curriculum and overall educational quality.
