St John's C of E Academy in Coleford, Gloucestershire, has been evaluated as a good school following its inspection on January 19 and 20, 2022. The school demonstrates high expectations for pupil conduct, which is evident in the calm behavior of students in classrooms, hallways, and on the playground. Pupils are described as polite and well-mannered, enjoying their time at school and forming friendships while learning together. The school provides a safe environment where pupils feel cared for, knowing that staff are available to listen and assist with any concerns. Although pupils report minimal bullying, they appreciate the support from staff in resolving conflicts when they arise.
The school offers enriching experiences through trips and local visits, which pupils enthusiastically discuss, such as participating in an archaeological dig. Leaders promote Christian values, allowing time for prayer, reflection, and praise. Staff encourage active participation in lessons, with many pupils eager to share their ideas. However, some students require additional support to express themselves confidently and to seek help when needed.
The headteacher has a clear vision for the success of every child and has implemented improvements across various aspects of the school's operations. Supported by a dedicated team, leaders have designed a well-structured curriculum that outlines a clear sequence of learning from the early years foundation stage. Teachers are aware of the learning objectives for each stage, which aids in addressing gaps caused by the COVID-19 pandemic.
Assessment practices in reading, writing, and mathematics are effective, allowing teachers to identify the next steps for pupils. However, in some subjects, assessment is not utilized as effectively, leading to gaps in pupils' knowledge and understanding. The phonics curriculum is well-designed, starting in Reception, and staff ensure that reading materials align with the sounds pupils have learned. This approach fosters resilience and determination in pupils as they develop their reading skills.
Reading is prioritized throughout the school, with daily reading sessions and access to engaging books. Parents are encouraged to read with their children at home. While the phonics curriculum supports spelling development, the rigor of spelling instruction diminishes as pupils progress, which can hinder their continued improvement in this area.
The school effectively identifies and supports pupils with special educational needs and disabilities, involving parents in the planning process to meet individual needs. As a result, these pupils learn alongside their peers with confidence. Pupils demonstrate strong work ethics in lessons, listening attentively and following instructions, with minimal disruption to learning due to behavior issues. Attendance is encouraged, and pupils generally attend school regularly.
Staff are attentive to pupils' well-being, receiving training to support their emotional and mental health. Pupils learn about maintaining a healthy lifestyle and are educated on potential risks, including online safety. They understand the principles of responsible citizenship and engage in democratic processes through the pupil council, learning about diverse cultures and religions.
Leaders, including governors, provide effective support and challenge to staff, ensuring a focus on well-being and work-life balance. The safeguarding arrangements are robust, with a strong culture of safeguarding embedded within the school. Staff are trained to recognize signs of abuse and work collaboratively with external agencies to ensure pupil safety.
To improve further, the school should enhance the use of assessment in all subjects to identify misconceptions and support pupil learning. Additionally, raising expectations for spelling instruction and fostering confident communication among all pupils will contribute to their overall development.
