Mexborough St John the Baptist Church of England Primary School is recognized as a good school following its inspection in October 2019. Pupils express that attending this school is enjoyable, highlighting their happiness and engagement in lessons. They appreciate learning through various activities, including visits, guest speakers, and clubs. For instance, Year 4 students take pleasure in playing brass instruments, while many benefit from interactions with Luna, the school dog, which helps them feel calm and encourages them to read.
The school environment is safe, and pupils demonstrate good behavior. Most students report no experiences of bullying, and school records confirm that such incidents are rare. Pupils feel confident that staff are available to assist them with any problems they may encounter. The relationships between staff, pupils, and their families are notably positive, with parents and carers feeling that their opinions are valued and that issues are addressed promptly.
Leadership at the school emphasizes Christian values, ensuring they are central to the school's operations. Staff maintain high expectations for all pupils and are dedicated to identifying and meeting individual needs to maximize each pupil's potential. This commitment is encapsulated in the school motto, which emphasizes collective belief and success.
The curriculum is well-structured to foster effective learning. Leaders have meticulously sequenced the curriculum across subjects, clearly outlining what is to be taught at each year level. Teachers are equipped to build on pupils' understanding year after year. However, the development of subject leaders in some areas is still a work in progress, although they are acquiring the necessary skills to enhance teaching quality.
Classroom behavior is commendable, with lessons proceeding without disruption. Pupils collaborate effectively, sharing resources and completing tasks together. They exhibit confidence and resilience, persisting through challenging work. Initiatives aimed at personal development are helping pupils understand their roles as responsible citizens.
Leaders are proactive in seeking improvements within the school, particularly in enhancing reading instruction. Staff, including teachers and teaching assistants, receive thorough training, enabling most pupils to develop reading skills rapidly. Those at risk of falling behind are quickly identified and supported. The school fosters a love of reading through various initiatives, such as book clubs, which have positively impacted writing skills.
Teachers employ strategies to reinforce previous learning, referred to as sticky learning, and regularly assess pupils' work to identify and address misunderstandings promptly. This approach is particularly effective in mathematics, where work is generally well-matched to pupils' abilities. However, there are instances where the most capable pupils are given tasks that do not challenge them sufficiently.
Most children enter the school with skills and knowledge below the typical level for their age. The early years curriculum is tailored to meet the children's needs and interests, with a strong emphasis on vocabulary development. Staff engage parents in supporting this learning by providing resources for home use. The organization of classrooms and outdoor areas encourages independent exploration and investigation.
Pupils with special educational needs and disabilities receive effective support, with their needs identified early and appropriate measures implemented to facilitate their learning alongside peers. Leaders prioritize the best interests of pupils in their decision-making processes, fostering a sense of pride among staff in being part of the school community. Staff feel valued and supported in their roles, contributing to a positive school culture.
The safeguarding arrangements are effective, with thorough vetting of staff and comprehensive training ensuring that all staff are aware of safeguarding signs and procedures. Parents express confidence in the safety and care provided to their children at the school. Overall, while the school demonstrates many strengths, there are areas identified for improvement, particularly in developing subject leadership and ensuring that all pupils are consistently challenged in their learning.
