Clayton St John Church of England Primary School, located in Bradford, West Yorkshire, has undergone significant changes since its conversion to an academy in October 2017. The school has faced challenges, particularly in leadership stability, which has impacted its overall effectiveness. The recent inspection conducted on March 1 and 2, 2022, resulted in an overall rating of Requires Improvement across all key areas, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision.
Leaders at the school are ambitious for their pupils and have initiated positive changes, particularly in reading and mathematics. However, they acknowledge that more work is needed to ensure that all pupils, including those with special educational needs and disabilities, receive a high-quality education. While pupils generally exhibit polite and well-mannered behavior, some struggle to focus in lessons, and the support provided for these pupils is inconsistent, leading to repeated behavioral issues. Instances of bullying are addressed, but not always effectively.
The school promotes collaboration among pupils through partner work and offers a variety of after-school clubs, which are appreciated by students and parents alike. However, parents have expressed a desire for a broader range of extracurricular activities. The school has made strides in improving the teaching of reading, with a systematic approach that allows pupils to practice their phonics skills. Despite this, some pupils who find reading challenging struggle to access the texts, hindering their understanding of the intended learning.
In mathematics, the school has introduced new resources to support lesson planning and has provided training for staff. However, there is still a need for further development to ensure that learning begins effectively in the early years. The curriculum is being improved across subjects, with some areas like art showing coherent planning. However, other subjects lack sufficient detail and progression, leading to confusion among teachers regarding learning objectives.
The early years provision is not well-planned, with activities not coherently designed to build on learning from Nursery to Reception. This has resulted in some children being unprepared for Year 1. The school is working to enhance the teaching of reading in early years and to improve overall learning opportunities.
The school is committed to inclusivity, but there have been challenges in identifying and supporting pupils with special educational needs. Plans are in place to improve the identification and support for these pupils, ensuring they can make greater progress. The governing body and trust have a clear understanding of the areas needing improvement and are determined to address them urgently. However, communication with parents and staff regarding leadership actions has not always been effective.
Safeguarding arrangements are effective, with staff demonstrating care for pupils and working with external agencies to provide support. However, there is a need for more rigorous reporting of concerns to address issues promptly. The school recognizes the importance of creating an environment where all pupils can thrive and where staff maintain high expectations for behavior.
In summary, while Clayton St John Church of England Primary School has made progress in certain areas, it faces ongoing challenges that require focused attention to improve the quality of education and overall effectiveness. The leadership team is aware of these challenges and is committed to making the necessary improvements to benefit all pupils.
