St Johns Church of England Primary School, Clifton
phone: 0117 9030251
headteacher: Mr Justin Hoye
525 pupils capacity: 69% full
180 boys 50%
180 girls 50%
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: 357307, Northing: 174613
- GPS coordinates
- Latitude: 51.469, Longitude: -2.616
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 26, 2009
- Diocese of Bristol
- Region › Const. › Ward
- South West › Bristol West › Clifton East
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Amberley House School BS82SU
- 0.2 miles Belgrave School BS82XH (35 pupils)
- 0.3 miles Torwood House School BS66XE (64 pupils)
- 0.3 miles Bristol Steiner School BS66UX (215 pupils)
- 0.5 miles St Christopher's School BS67JE (34 pupils)
- 0.5 miles Clarks Grammar School BS82BZ
- 0.6 miles Westbury Park Primary School BS67NU
- 0.6 miles Ss Peter and Paul RC Primary School BS66HY (207 pupils)
- 0.6 miles Clifton College BS83JH (1247 pupils)
- 0.6 miles Redland High School for Girls BS67EF (481 pupils)
- 0.6 miles Redland High Junior School BS67EF
- 0.6 miles Redland Green BS67EH
- 0.6 miles Redland Green 16-19 BS67EF
- 0.6 miles Westbury Park Primary School BS67NU (411 pupils)
- 0.6 miles Redland Green School BS67EH (1358 pupils)
- 0.7 miles Cotham School BS66DT
- 0.7 miles Clifton High School BS83JD (485 pupils)
- 0.7 miles Cotham School BS66DT (1394 pupils)
- 0.8 miles Colston's Primary School BS66AL
- 0.8 miles Christ Church Church of England Primary School BS83AW
- 0.8 miles Avonhurst School BS83NG
- 0.8 miles North Bristol Post 16 Centre BS66BU
- 0.8 miles Christ Church Church of England Primary School BS83AW (298 pupils)
- 0.8 miles Colston's Primary School BS66AL (445 pupils)
St John’s Church of England
Primary School, Clifton
Worrall Road, Clifton, Bristol, BS8 2UH
|Inspection dates||19–20 March 2015|
|Overall effectiveness||This inspection:||Outstanding||1|
|Leadership and management||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Early years provision||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school
| Pupils’ achievement is outstanding in reading, |
The quality of teaching is outstanding. Teachers
Children make exceptionally swift progress in the
Pupils’ behaviour in and out of lessons is
Pupils have an extremely good understanding of
writing and mathematics in both Key Stage 1 and
Key Stage 2.
understand precisely the needs of each pupil and
plan activities that enable every child to achieve
their best. Teaching assistants are highly trained
and provide excellent additional support.
outstanding early years provision. They are
exceedingly well prepared for the next stage of
their education when they move into Key Stage 1.
outstanding. Relationships are a particular
strength. Tolerance and respect for others are
fostered remarkably strongly.
how to keep themselves safe from harm. The
school makes very sure that it keeps all pupils
safe and secure.
| Leaders and managers at all levels, including |
Pupils thoroughly enjoy the enrichment activities
Strong links with a wide range of local schools
The governing body is highly knowledgeable.
Parents are exceptionally positive about all the
governors, constantly seek to improve the quality of
teaching to ensure that pupils achieve extremely
that the school organises, including many
educational visits. Pupils’ wide-ranging experiences
at school ensure that they have a very strong
understanding of British values.
provide many opportunities for pupils to take part in
sporting and competitive events. These enhance
pupils’ personal development exceptionally well.
Governors provide extremely strong challenge and
support to the school.
Information about this inspection
- Inspectors observed lessons in all years and carried out joint observations with the headteacher and
- Inspectors spoke to parents informally at the start of the school day and took account of 87 responses to
the Ofsted online survey, Parent View. The inspection considered 36 responses to the staff questionnaire.
- Inspectors talked to pupils about their learning and listened to their views about the school. They looked
closely at a range of pupils’ work, including in reading, writing and mathematics.
- Inspectors held meetings with the headteacher and other members of staff. They met with governors and
spoke to a representative of the local authority.
- Inspectors considered a range of documentation. This included information about current pupils’ progress,
checks on the quality of teaching, minutes of governing body meetings and school improvement plans.
They also looked closely at documents relating to attendance, behaviour and safeguarding.
|Marion Hobbs, Lead inspector||Additional Inspector|
|Jennifer Cutler||Additional Inspector|
|Mo Galway||Additional Inspector|
Information about this school
- This is a larger than average-sized primary school.
- The proportion of pupils from minority ethnic groups is higher than the national average.
- The proportion of pupils with special educational needs is below the national average.
- The proportion of pupils supported through the pupil premium is below that found nationally. This is
additional government funding to support those pupils known to be eligible for free school meals and
those looked after by the local authority.
- The Reception Year has three classes. All children attend full time by the end of October each year. As a
specialist leader in education, the early years leader provides support to other local schools.
- The school meets the government’s current floor standards, which set the minimum expectations for
pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Make sure all pupils understand how they can improve their work in mathematics.
|The leadership and management||are outstanding|
- The headteacher, leadership team and governors are all highly effective in their roles. The impact of their
joint working helps all pupils to achieve their very best. Leaders make sure that the whole school
community shares the highest expectations of teaching quality and pupils’ behaviour.
- Middle leaders encourage very strong team work. This helps to secure extremely high quality teaching in
their areas of responsibility. Middle leaders support other local schools by sharing expertise, for example in
- The local authority has not needed to provide support to this outstanding school. Leaders and governors
have successfully maintained the exceptional quality of the school’s work since the previous inspection.
This demonstrates the school’s capacity to continue to improve.
- A rigorous system for checking teachers’ performance has been in place over several years and this is
monitored closely by the headteacher, other school leaders and governors. Targets are aligned to pupil
outcomes and the school improvement plan, as well as to the Teachers’ Standards.
- Parents are all highly appreciative of all that the school provides for their children. The school seeks to
work very actively with parents at all times through its ‘open door’ policy.
- The school uses its pupil premium funding extremely effectively to support eligible pupils who need extra
- Through the curriculum pupils enjoy a wide variety of interesting work and build up key skills. For
example, following a visit to the local museum, pupils in the mixed Years 5 and 6 class designed their own
Ancient Greek vases and wrote Greek myths. These tasks deepen pupils’ knowledge of history while
developing their literacy skills. Leaders make sure that pupils have an excellent grounding in British values
and encourage exemplary relations through events such as Culture Week and European Day of
- Equality and respect are core values of the school and promoted at every opportunity. Whole-school
assemblies, class circle time and participation in dance festivals and carnivals encourage pupils to reflect
and share with each other.
- Equality of opportunity, tackling discrimination and the celebration of diversity are thoroughly embedded
into all aspects of pupils’ learning. This ensures that they are very well prepared for life in modern Britain.
- The primary sports funding has been used remarkably well to widen pupils’ participation in sports activities
and to enhance competitive sporting events. Specialist sports coaches have trained staff to improve the
teaching of physical education skills. They also lead the teaching of team sports. Competitions and
tournaments with other local primary and secondary schools are popular and help pupils feel very
confident when they move to the next stage of their education.
- Statutory safeguarding requirements are met fully by the school. The school’s child protection systems are
robust. Staff are very well trained. The school’s policies and procedures are very well known and
implemented by all staff.
- The governance of the school:
The governing body has a wide range of expertise. Governors have a very strong understanding of the
school’s performance and its comparison with other schools. They systematically challenge the
headteacher and senior leaders to maintain the highest standards and are very active in measuring the
impact of the school’s work.
Governors check the quality of teaching closely and regularly through their discussions with the
headteacher and senior leaders. They examine very carefully information about pupils’ attainment and
progress. Governors take a sharply keen interest in the recruitment of high-calibre staff. They
understand how teachers’ performance is managed, including what is done to reward high quality
teaching or tackle any underperformance. They make sure that the link between staff performance,
pupils’ progress and salary progression is robustly secure.
Governors are very active in the daily life of the school, attending events including parents’ evenings
and staff training days. They visit classes and talk to pupils about their learning.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. Pupils in all years are mature and sensible when working by
themselves or with others.
- Pupils show highly positive attitudes to learning in all classes. Tolerance and respect are evident
throughout the school. Incidents of any kind that could disrupt learning are exceptionally rare, as school
records over time show.
- Older pupils greatly enjoy taking responsibility for the younger ones, for example as members of the
school council and as house captains. Pupils develop very strong friendships and excellent social skills
through working and playing together with pupils in the mixed-age classes. Parents, pupils and staff are
all highly positive about both behaviour and safety.
- Pupils who attend the daily breakfast and after-school clubs enjoy making friends with pupils in other
classes. They benefit from a very calm and happy start and end to the day.
- Attendance has improved over time and is above average.
- The school’s work to keep pupils safe and secure is outstanding. All pupils, including the youngest in early
years, have a very strong understanding of how to stay safe. This includes road safety and staying safe
when using the internet.
- Through workshops and visitors to the school, leaders make sure that all pupils know how to stay safe and
avoid risk. Specific activities as part of residential visits, team building for example, provide opportunities
for pupils to explore risk in a safe environment and develop an excellent understanding.
- Pupils have a very clear understanding of what constitutes different forms of bullying. They are very
confident that there is no bullying at the school. The school discusses potential risks of danger
appropriately with pupils. As a result, all pupils are very well informed and confident to share any concern.
|The quality of teaching||is outstanding|
- Teaching is outstanding and supports pupils’ extremely high achievement in reading, writing and
- Teachers and teaching assistants are highly skilled in the work they do together. Working relationships are
exceptionally strong. Each pupil’s personal needs are very well understood and managed to support their
very rapid progress.
- Pupils very much enjoy the interesting work teachers set them. Pupils in Years 3 and 4 wrote ‘Green
Poems’ as part of their work on global conservation.
- The school has a consistent approach to marking and this is well understood by all pupils. Work across
different subjects is marked carefully and regularly. Pupils value their teachers’ comments and respond to
these very regularly. Senior leaders and governors acknowledge that marking in mathematics can be
improved so that pupils can understand more easily how to develop their work further.
- Parents appreciate the regular workshops that the school runs to help them understand how to support
their child’s learning. ‘Maths Packs’, extra resources for parents to use at home to support pupils’ learning
in mathematics, are successfully helping to raise standards further.
- Teachers set homework that is demanding and helps pupils to build up their skills. Pupils read very
regularly at home as their reading records show.
|The achievement of pupils||is outstanding|
- All groups of pupils, including those from minority ethnic groups, make rapid progress in reading, writing
- Attainment at the end of Key Stage 1 is above national averages for reading, writing and mathematics.
Attainment at the end of Year 6 is also above national averages.
- Slightly lower attainment in 2014 at the end of Year 6 in mathematics has been dealt with robustly by
senior leaders and governors. The school’s current information about pupils’ progress and work in books
show that in all year groups pupils make rapid gains in mathematics.
- Pupils with special educational needs make swift progress in line with other pupils at the school in reading,
writing and mathematics. They benefit from support from highly skilled teaching assistants who
understand their individual needs very well.
- The small numbers of disadvantaged pupils in each year group make progress that is at least in line with
other pupils in the school and often even faster in reading, writing and mathematics. Assessments at the
end of Year 6 in 2014 show that disadvantaged pupils made better progress from their starting points
than other pupils nationally. Compared with other pupils nationally, they were a term behind in
mathematics and a term ahead in reading and writing. They were a term ahead of other pupils at the
school in writing and mathematics, and two terms ahead in reading. Gaps have closed rapidly.
- Reading is a particular strength of the school. Pupils’ reading skills develop very quickly from the early
years onwards. More pupils than the national average reach the expected standard in the Year 1 phonics
(letters and sounds) screening check. Pupils develop a keen love of books and reading is promoted at
every opportunity, for example through events on World Book Day and Poetry Day.
- The most able pupils attain above their peers nationally in reading, writing and mathematics by the end of
Year 6. They appreciate the demanding tasks that teachers set in reading, writing and mathematics that
help them reach very high standards. The proportion of pupils reaching the highest standards at the end
of Year 2 and Year 6 is above the national average.
- All pupils benefit from experiences at the school that are rich and varied, providing them with many
opportunities to participate as athletes, performers and fund-raisers. Spiritual, moral, social and cultural
development is promoted extremely strongly and ensures that pupils are very well prepared for the next
stage in their education.
|The early years provision||is outstanding|
- Children join the Reception class with skills and understanding broadly typical for their age. The school has
strong links with local early years providers, so that children’s individual needs are very well understood by
school staff when they join. Any additional support that individual children may need is put in place
- The school is proud of its recently opened infant annexe a five minute walk from the original site.
Provision both inside and outdoors has been designed with the needs of the children in mind. This rich
environment supports children’s confidence as learners as well as stimulating their curiosity and
- Teaching in the early years is outstanding and is led by a specialist leader in education. Outstanding
leadership ensures that teachers plan activities that build on what children know and can do already so
that they learn exceptionally well. Teaching assistants are highly trained to deliver specific support
programmes as well as to help in class. As a result, children’s progress is rapid and sustained.
- By the end of the Reception Year, the proportion of children achieving a good level of development is well
above the national average. Children’s social confidence along with rich developmental experiences means
that they are exceptionally well prepared to begin more formal learning in Year 1.
- Teachers and senior leaders check children’s progress regularly. Parents value both the Learning Diaries
and online information they receive about their children’s activities. These help parents understand exactly
how they can best support their child at home. Links between the school and home are a real strength
and ensure that both celebrations and any concerns are shared openly for the benefit of all.
- Children are safe and secure at all times. The behaviour of children in the early years provision is
outstanding. The ‘Walking Bus’ is a daily part of school life to move children from the infant annexe to the
main school. Routines are very well understood and followed by all.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||109146|
|Local authority||City of Bristol|
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||5–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||396|
|Appropriate authority||The governing body|
|Date of previous school inspection||26 June 2009|
|Telephone number||0117 9030251|
|Fax number||0117 9030251|