School etc

Crosscanonby St John's CofE School

Crosscanonby St John's CofE School
Garborough Close

phone: 01900 812326

headteacher: Mr Stephen Mitchelhill


school holidays: via Cumbria council

56 pupils aged 4—10y mixed gender
63 pupils capacity: 89% full

30 boys 54%


25 girls 45%


Last updated: June 19, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 307197, Northing: 538078
GPS coordinates
Latitude: 54.729, Longitude: -3.4426
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 28, 2012
Diocese of Carlisle
Region › Const. › Ward
North West › Workington › Ellen
Village - less sparse
Free school meals %

rooms to rent in Maryport

Schools nearby

  1. 1.3 mile Dearham Primary School CA157HR
  2. 1.3 mile Dearham Primary School CA157HR (255 pupils)
  3. 1.9 mile Netherhall School CA156NT (617 pupils)
  4. 2.1 miles Maryport Infant School CA156JN (94 pupils)
  5. 2.1 miles Maryport C of E Junior School CA156JN (129 pupils)
  6. 2.2 miles Ellenborough Nursery School CA157DX
  7. 2.2 miles Netherton Infant School CA157LT (108 pupils)
  8. 2.3 miles Ellenborough and Ewanrigg Infant School CA157NE (67 pupils)
  9. 2.3 miles Maryport Nursery School CA156HR
  10. 2.4 miles Ewanrigg Junior School CA158HN (163 pupils)
  11. 2.5 miles Our Lady and St Patrick's, Catholic Primary CA158HN (213 pupils)
  12. 2.7 miles Grasslot Infant School CA158BT (91 pupils)
  13. 3 miles Broughton Moor Primary School CA157RZ (47 pupils)
  14. 3.3 miles Allonby Primary School CA156QG (21 pupils)
  15. 3.3 miles Oughterside Primary School CA72PY (27 pupils)
  16. 3.5 miles Bridekirk Dovenby CofE Primary School CA130PG (116 pupils)
  17. 3.9 miles Flimby Primary School CA158PJ (149 pupils)
  18. 4.1 miles Broughton Primary School CA130YT
  19. 4.1 miles Broughton Primary School CA130YT (120 pupils)
  20. 4.6 miles Plumbland CofE School CA72DQ (55 pupils)
  21. 4.8 miles St Bridget's CofE School CA130TU (125 pupils)
  22. 5 miles Beacon Hill Community School CA73EZ (158 pupils)
  23. 5.4 miles Aspatria Richmond Hill School CA73BQ (196 pupils)
  24. 5.4 miles Derwent Vale Primary School and Nursery CA141WA (125 pupils)

List of schools in Maryport

Crosscanonby St John's CofE School

Inspection report

Age group 4–11
Inspection date(s) 28–29 June 2012
Inspection number 378452
Unique Reference Number 112273
Local authority Cumbria
Inspect ion number 378452
Inspect ion dates 28–29 June 2012
Lead inspector David Law

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary controlled
Age range of pupils 4–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 53
Appropriate authority The governing body
Chair Mary Day
Headteacher Stephen Mitchelhill
Date of prev ious school inspection 17 September 2008
School address Garborough Close
CA15 6RX
Telephone number 01900 812326
Fax number 01900 816420
Email address reveal email: h…


Inspection team
This inspection was carried out with two days' notice. Seven lessons were observed and
four teachers were seen teaching. Meetings were held with groups of pupils, the governing
body and staff. The inspector took account of the responses to the on-line Parent View
survey in planning the inspection, observed the school's work, and looked at documents

David Law
Additional Inspector

such as the school improvement plan, the school’s self-evaluation and assessments of pupils’

achievement. There were 20 parental questionnaires received and there were 32
questionnaires from pupils and five from staff.

Information about the school

Crosscanonby St John’s is smaller than the average-sized primary school. There are three

classes and children start the Early Years Foundation Stage in the Reception Year in a class
that also has Year 1 and Year 2 pupils. The proportion of pupils known to be eligible for free
school meals is average. The proportion of pupils supported by school action plus or with a
statement of special educational needs is below average. There are few pupils who speak
English as an additional language and few from minority ethnic groups. The school has
achieved Healthy School status. The school meets the current floor standards which are the

government’s minimum expectations for attainment and progress.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall Effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 2

Key Findings

  • This is a good school. It is not yet outstanding because teaching and pupils’
    achievement, although good, are not outstanding. Pupils are eager to learn and staff
    show high levels of commitment. Although pupils make good progress in mathematics
    overall, too few reach higher levels. Children in the Early Years Foundation Stage make
    good progress but use of the outdoor area is not fully effective in supporting learning.

Achievement is good and pupils make good progress throughout the school. They

enter the Reception Year with abilities broadly typical for their age and leave Year 6
with above average attainment. Progress in reading and writing is good. By the end of
Year 2, most read with fluency. Across Key Stage 2 comprehension skills develop well.

  • Teaching is good and pupils find lessons interesting. Classrooms are efficiently
    organised and lessons often proceed at a brisk pace. Teachers’ assessment of pupils’
    progress is accurate and used effectively to plan learning. Reading and writing are
    taught consistently well and consequently pupils make good progress.
  • Behaviour and safety are good. Pupils have positive attitudes to learning and behaviour
    is often outstanding. They are respectful and helpful to each other. The school is a
    happy place where pupils feel safe. Attendance is average.
  • Good leadership and management include the effective leadership of teaching. Both
    achievement and teaching have improved since the last inspection. Self-evaluation is
    thorough and accurate and priorities for improvement relevant. All leaders are effective
    in carrying out their responsibilities and this has also improved since the school was
    last inspected. The governing body knows the school well and has a secure strategic
    grasp. Further training and performance management have developed the capabilities
    of staff, for example, in assessing pupils’ achievement to arrest underperformance.

What does the school need to do to improve further?

  • Raise attainment in mathematics by:
    - providing more opportunities for pupils to use and apply their knowledge and skills
    across the curriculum
    - ensuring learning is well matched to pupils’ different abilities, particularly so the
    more-able can reach higher levels
    - sharing good practice within the school in relation to planning learning to meet
    pupils’ different needs.
  • Improve the use of the outdoor learning area by:
    - ensuring it consistently represents all areas of learning for the Early Years
    Foundation Stage with sufficient coverage of creative development and knowledge
    and understanding of the world
    - making sure access is provided to the outside for Years 1 and 2
    - introducing more opportunities for role play, particularly to support children’s
    language acquisition.
    - sharing good practice about curriculum planning and teaching with other schools

Main Report

Achievement of pupils

Pupils enjoy learning, work hard and are productive in lessons. They cooperate well and are
persistent if faced with a difficulty. Pupils show a good ability to work independently. Most
children enter the Reception Year with knowledge and skills broadly in line with those
expected for their age and make good progress working and playing well alongside each
other. They take pleasure in learning about letters and sounds and are keen to use their
developing reading skills. They enjoy using the recently improved outdoor area but this
provision does not consistently enable them to acquire the full range of skills expected,
particularly in creative development and knowledge and understanding of the world.
Pupils continue to achieve well through Key Stage 1. They make particularly good progress
in their reading and by the end of Year 2 most are confident readers with good fluency and
their attainment is above average. They are skilful in using their knowledge of the sounds
letters make (phonics). Good achievement through Key Stage 2, particularly in English,
ensures that, by the end of Year 6, attainment in reading is above average and pupils are
reading with good understanding and are able to use their skills well to inform their learning
in other subjects. Writing skills develop well, particularly in the Year 3/4 class where pupils
acquire the ability to write in a neat and fluent script and use punctuation accurately.
Disabled pupils, and those with special educational needs, make good progress in their
learning. Their personal development progresses well and they become more confident
learners. Some pupils whose circumstances make them more vulnerable make exceptionally
good progress. Boys and girls learn equally well. However, at both Key Stages 1 and 2,
despite good progress in mathematics overall, too few more able pupils reach higher levels
in national tests because work is not matched precisely enough to their particular needs.
Attainment in English and mathematics is above average by the end of Year 6. This has
been the situation in English for the last few years. In contrast, mathematics attainment has
usually been average but rose to above in the national tests last year. Indications, from a

scrutiny of pupils’ books and school assessments, are that this trend of improvement has

been sustained, but achievement in mathematics is not as strong as English. In particular,
pupils are less adept than they should be at applying their mathematical knowledge and
skills to solve problems with number, shape and space and in using mathematics skills
across the curriculum, for example in science. Parents and carers justifiably feel their
children make good progress and are helped to develop key skills.

Quality of teaching

Good teaching is based on effective classroom organisation, clear instructions, skilful
questioning and high expectations. For example, in one outstanding French lesson, excellent
subject knowledge and a brisk pace ensured rapid learning and the lesson was enlivened by
games to capture pupils’ interest. Lessons are broken into short sections to keep pupils
involved. Teachers skilfully organise groups for learning and smoothly manage change from
one activity to another. They are good at getting pupils to work independently and this
enables them to focus on those that need the most help. Consequently, pupils apply
themselves well and learning proceeds at a good rate. The management of behaviour is
effective and unobtrusive. Teachers have high expectations about behaviour and pupils
frequently respond in an excellent fashion.
Disabled pupils and those with special educational needs are taught well and make good

progress as a result. In the Year 3/4 class for example, the teacher organised her time

efficiently so that she was able to support individuals whilst ensuring that other pupils could
complete tasks independently and learn quickly. Reading is taught well across the school.

Teaching is effective in assessing pupils’ reading progress and information and

communication technology is used well. For example, Year 2 pupils were engrossed in
searching the internet to read about sharks.
Teaching effectively develops pupils’ ability to work together and this promotes their social
development. Assessment is accurate and the information accrued is used well to plan
future learning. The marking of work is careful and helps pupils to improve and know if they
are reaching their personal targets. This is particularly effective in English where progress in
reading and writing is carefully tracked and where pupils are taught to apply their skills. In
mathematics, teaching enables pupils to make good progress but learning is not always

sharply matched to pupils’ varying abilities, especially for the more able and particularly in

relation to problem-solving activities. There are some good examples, however, at Key
Stage 2 of mathematics activities being well planned so pupils acquire the ability to solve
problems, for example in Years 5 and 6 when pupils were using their knowledge of rotation
to construct a Spanish floor pattern. Children in the Early Years Foundation Stage receive
good teaching and effective support from the teaching assistant. However, opportunities are
missed to use the outdoor area to fully support all areas of learning. Children have too little
opportunity to engage in role play to support language acquisition. Parents and carers feel
their children are well taught and inspection findings support this view.

Behaviour and safety of pupils

Good behaviour and provision for pupils’ safety supports their good achievement and their
spiritual, moral, social and cultural development. In lessons and around the school,
behaviour is frequently excellent and pupils are considerate of others. There have been no
exclusions. Pupils understand school rules, comply with them and manage their own
behaviour well so that a calm and orderly atmosphere is the norm. Lessons proceed without
interruption because pupils are keen to behave well and learn. Pupils feel safe and there are
effective systems to keep them safe. Pupils have a sound sense of how to keep safe, for
example, when using the internet. The school has appropriate policies to deal with bullying.
A few parents and carers commented that instances of bullying had not been dealt with
well. In contrast, pupils said that the school deals well with all types of bullying and that
they are typically seen to get on well with each other and to treat each other respectfully.
Despite some improvement over the last three years, attendance remains average, largely
because a small number of absences adversely affect overall levels. Pupils are keen to get to
lessons and punctuality is excellent.

Leadership and management

Good leadership and management ensure a clear focus on improving achievement and

teaching. At the last inspection, both were satisfactory and they are now good. Attainment
has risen at the end of Key Stage 1 and has been sustained at above average in national
tests for Year 6 pupils, particularly in English. Achievement in mathematics has improved but
is not as strong as English. There is effective professional development, for example, in the
use of assessment information. The performance of teachers is managed well and they are
held to account for the standards pupils reach. A robust system to track pupils’ progress has
been introduced and is understood well by teachers and the governing body. This forms part
of the school’s accurate and comprehensive self-evaluation, which also checks out the

quality of teaching and the standard of work in pupils’ books. The headteacher and all other

school leaders are involved in monitoring both quality and standards and carry out their
roles well. The role of subject leaders has developed since the last inspection and, alongside
better teaching, shows the school is able to sustain its own improvement and systematically
tackle priorities.
The governing body is committed and supportive and challenges school leaders where it is
needed. Members have a secure strategic grasp of the issues affecting the school and
manage budgets carefully to ensure good value for money. For example, they have invested
wisely in the Early Years Foundation Stage, including the outdoor area. This is better
equipped but it does not yet cover all areas of learning well. The school recognises this point
and has established useful links with other schools locally to share ideas and good practice
about making improvements to curriculum planning and teaching.
The good-quality curriculum is well organised to provide a broad, balanced and relevant
experience for pupils. It is enhanced by a range of interesting visits that pupils find highly
enjoyable, for example, when learning about the history of the Romans locally. There are
strong links with the church and pupils learn about faiths and cultures other than their own.
This supports their spiritual, moral, social and cultural development well. The school
effectively promotes equality and tackles discrimination so all pupils have the opportunity to
achieve. Arrangements for safeguarding are effective and meet current requirements.


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that is
good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school
is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
Secondary schools 20 39 34 7
Special schools 33 45 20 3
Pupil referral units 9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors
make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent judgements
that were made under the school inspection arrangements that were introduced on 1 September 2009. These
data are consistent with the latest published official statistics about maintained school inspection outcomes
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special academy
converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and
development taking account of their attainment.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in lessons,
taking into account the school's efforts to encourage good
Behaviour how well pupils behave in lessons, with emphasis on their
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
Capacity to improve: the proven ability of the school to continue improving based
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
Floor standards the national minimum expectation of attainment and
progression measures
Leadership and
the contribution of all the staff with responsibilities, not just
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are developing
their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their inspection of
the school.
Progress: the rate at which pupils are learning in lessons and over
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
Safety how safe pupils are in school, including in lessons; and their
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
example e-learning.

2 July 2012
Dear Pupils

Inspection of Crosscanonby St John's CofE School, Maryport, CA15 6RX

Thank you for the friendly welcome you gave me and for contributing so willingly to
the inspection. I enjoyed my visit to your school and think that it is a good school.
You get on really well with each other and are right to be proud of what you achieve.
You make good progress with your learning and are especially good readers. I am
grateful to those of you who read to me and told me about how much you like
reading, particularly pupils in Years 1 and 2. Congratulations to Years 3 and 4 for
your neat and careful handwriting. Also well done Years 5 and 6 for so skilfully
rotating shapes to create a floor design. You told me you find lessons interesting and
that you learn a lot and I am pleased to agree that good teaching is helping you to
achieve well.
Adults take good care of you and you say you feel safe in school. You told me you
behave well and I think you do. The headteacher, school leaders and governors are
doing a good job. They make sure that learning is interesting for you, especially by
arranging lovely visits to exciting places like mountain tops and forests.

I have asked the school’s leaders to do the following to help you learn even better:

  • help you to learn even more in mathematics so that you reach higher levels
  • make sure the outdoor learning area is used as well as it can be to help
    children in the Early Years Foundation Stage and in Key Stage 1.

You can help by continuing to show good attitudes to learning and trying your best
to succeed. Best wishes for the future.
Yours sincerely
David Law
Lead Inspector


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