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St John's Catholic Primary School, Camborne Closed - academy converter March 31, 2014

see new St John's Catholic Primary School, Camborne

St John's Catholic Primary School, Camborne
Trevu Road

phone: 01209 *** ***

headteacher: Mrs Y Yardley

school holidays: via Cornwall council

159 pupils aged 4—10y mixed gender
210 pupils capacity: 76% full

85 boys 53%


75 girls 47%


Last updated: June 19, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
Close date
March 31, 2014
Reason closed
Academy Converter
OSGB coordinates
Easting: 165021, Northing: 39659
GPS coordinates
Latitude: 50.21, Longitude: -5.2947
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 10, 2012
Diocese of Plymouth
Region › Const. › Ward
South West › Camborne and Redruth › Camborne Pendarves
Urban > 10k - less sparse
Free school meals %

rooms to rent in Camborne

Schools nearby

  1. St John's Catholic Primary School, Camborne TR147AE
  2. 0.1 miles St Michael's Catholic Secondary School TR147AD (117 pupils)
  3. 0.2 miles Trevithick Primary School TR147RH
  4. 0.2 miles Trevithick Learning Academy TR147RH (330 pupils)
  5. 0.4 miles St Meriadoc CofE Nursery and Infant School TR147DW (192 pupils)
  6. 0.4 miles St Meriadoc CofE Nursery and Infant School TR147DW
  7. 0.5 miles Camborne Nursery School TR147DT (102 pupils)
  8. 0.6 miles Roskear School TR148DJ (342 pupils)
  9. 0.7 miles Weeth Community Primary School TR147GA (161 pupils)
  10. 0.7 miles St Meriadoc CofE Junior School TR147PJ (182 pupils)
  11. 0.7 miles St Meriadoc CofE Junior School TR147PJ
  12. 0.8 miles Rosemellin Community Primary School TR148PG (289 pupils)
  13. 0.8 miles Camborne Science and Community College TR147PP
  14. 0.8 miles Camborne Science and International Academy TR147PP (1325 pupils)
  15. 1 mile Penponds School TR140QN (101 pupils)
  16. 1 mile Penponds School TR140QN
  17. 1.4 mile Troon Community Primary School TR149ED (144 pupils)
  18. 1.4 mile Troon Community Primary School TR149ED
  19. 1.6 mile Pool Business and Enterprise College TR153PZ
  20. 1.6 mile Pool Academy TR153PZ (926 pupils)
  21. 1.7 mile Kehelland Village School TR140DA (84 pupils)
  22. 1.8 mile Carnkie Community Primary School TR166SF
  23. 2.2 miles Treloweth Community Primary School TR153JL (387 pupils)
  24. 2.3 miles Barncoose Community Primary School TR153LG

List of schools in Camborne

22 March 2013
Mrs Patricia Yardley

St John’s Catholic Primary School

Trevu Road
TR14 7AE
Dear Mrs Yardley

Requires improvement monitoring inspection visit under section 8 of the
Education Act 2005 to St John’s Catholic Primary School

Following my visit to your school on 21 March 2013, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report on the

findings of my visit. Thank you for the help you gave me and for the time you made
available to discuss the actions you are taking to improve the school since the most
recent section 5 inspection.
The visit was the second monitoring inspection since the school was judged to
require improvement following the section 5 inspection in October 2012. It was
carried out under section 8 of the Education Act 2005.


During the visit, I met with you, the seconded assistant headteacher, subject leaders
for literacy and mathematics, pupils, the Chair of the Governing Body and a senior
manager from the local authority. I carried out joint lesson observations with you
and the assistant headteacher in turn, visiting all classrooms, and gave feedback to
each teacher. The observations focused on writing, which the school has identified
as an area for improvement. I reviewed a range of documentation, including the
school improvement plan.


Since the first monitoring visit in December 2012, the substantive deputy
headteacher has returned from sickness absence, but has not yet resumed her
leadership responsibilities. The local authority has seconded an assistant
headteacher to the school until the end of the summer term. The assistant
headteacher is also covering the Year 4 class, where the class teacher has been on
long-term sickness since September 2012.

1-4 Portland Square

T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0117 311 5319
Direct F 0117 315 0430
Direct email: reveal email: matt…

Main findings

The school has produced a single school improvement plan to replace the numerous
action plans in place at the time of the first monitoring visit. This is helping to
provide clear direction for the staff. The plan is focused on the key priorities and
outlines in detail suitable actions to be taken. It is reviewed regularly to ensure
progress is being made on each of the identified actions.
The capacity of the leadership team to carry out the required improvements has
been strengthened by the secondment of an experienced assistant headteacher to
the school. In addition, the monitoring, evaluation and coaching skills of the literacy
and mathematics subject leaders, and of the special educational needs coordinator,
are being developed effectively.
All teachers now have suitable individual targets that relate directly to accelerating

pupils’ progress and school leaders are tackling weaker teaching. The school has

commissioned an analysis of the levels of progress pupils make each term and has
appropriate plans to use this to hold teachers to account for the progress their pupils
make. The governing body is now better informed about the quality of teaching, and

of the progress of each year group and of all groups of pupils. It is beginning to use

this information well to hold the school to account for its standards of attainment.
The Chair of Governors has identified the need to review roles within the governing
body to delegate more responsibility. This will enable him to focus his support for
the headteacher on managing staff absence and underperformance in teaching.

Pupils’ progress remains inconsistent across year groups due to teachers’ variable

use of assessment. Progress in writing is weaker than in reading and mathematics.
Not all teachers are skilled in constantly checking pupils’ understanding during the
lesson and adapting activities and questions to promote consistently good progress
for all pupils. The learning objectives for lessons, and particularly writing lessons, are
not always specific or tailored to pupils’ different stages of learning. Most pupils
know the level of work they are aiming for in reading, writing and mathematics.
They are given written guidance, known as curricular targets, to help them to reach
their levels. Not enough use is made of the targets in lessons. Targets for writing are

not focused sufficiently on developing pupils’ use of language. Teachers mark pupils’

work regularly and write encouraging comments. They do not systematically write
the next step to be achieved and check that pupils have responded to this.
There are consistent strengths in the quality of teaching. Good relationships between

teachers and pupils promote pupils’ positive attitudes to learning, their confidence to

contribute to lessons and their good behaviour. Pupils say they feel safe in school
and they enjoy the range of engaging activities provided, especially working
together, storytelling, role play and using computers. Teachers make effective use of

a range of resources including teaching assistants, interactive whiteboards,

computers and media such as film clips. They expect pupils to apply new skills
independently so that they learn through, for example, problem solving, discussion
and researching information. Pupils assess each other’s work, but teachers do not
always give the pupils clear guidance on how to assess accurately.

The headteacher and governors are taking reasonable action to tackle the areas
requiring improvement identified at the recent section 5 inspection. Following the
visit to the school, HMI recommend that further action is taken to promote
consistently good progress for all pupils by:

developing teachers’ skills in constantly checking the understanding of pupils

during the lesson and adapting activities and questions to promote
consistently good progress for all pupils

making sure that learning objectives for lessons, and particularly writing

lessons, are specific

tailoring lessons to pupils’ different stages of learning, for example by making

better use of individual curricular targets and checking that targets for writing

focus on developing pupils’ use of language

identifying the next steps to be achieved when marking pupils’ work and

checking that pupils have responded to them.

Ofsted will continue to monitor the school until its next section 5 inspection.

External support

The local authority is providing a wide range of effective support for the school. It
includes training for the governing body, and support for the headteacher and
leadership team from a local leader of education and local authority staff. It also
includes support for teachers from local outstanding teachers. In addition, an
experienced assistant headteacher has been seconded to the school.

I am copying this letter to the Chair of the Governing Body, the Director of Children’s

Services for Cornwall and the Diocese.
Yours sincerely
Sue Frater

Her Majesty’s Inspector

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