St Joseph’s Catholic Primary School

About St Joseph’s Catholic Primary School Browse Features

St Joseph’s Catholic Primary School

Name St Joseph’s Catholic Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 25 June 2019
Address Mountain View, Cockermouth, Cumbria, CA13 0DG
Phone Number 01900829859
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 49 (38% boys 62% girls)
Number of Pupils per Teacher 12.3
Local Authority Cumbria
Percentage Free School Meals 24.5%
Percentage English is Not First Language 0%
Persisitent Absence 13.7%
Pupils with SEN Support 24.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

St Joseph’s is a smaller-than-average-sized primary school. The new headteacher joined the school in the summer term 2018 on a long-term secondment. This followed a short period of cover for the previous post holder prior to her resignation. The vast majority of pupils at the school are of a White British heritage. The proportion of pupils who are identified with SEND, including those with an education, health and care plan, is well above that seen nationally. The proportion of pupils eligible for free school meals is broadly in line with the national average. This has more than doubled in the last three years. There is a larger-than-average proportion of pupils that join or leave the school other than at the start of the academic year. In the 12 months preceding the inspection, 24 pupils left the school other than at the end of key stage 2. Leaders introduced Nursery provision run by the governing body in January 2019. The first child joined the provision just after Easter 2019. The governing body runs breakfast club provision and after school provision at the school. Pupils are taught in three mixed-age classes: Nursery, Reception, Year 1 and Year 2 share a class. Year 3 pupils are presently taught with Year 4; and Year 5 pupils share a class with Year 6 pupils. The numbers in each year group vary from one to 14. There are presently too few children in the early years to include a judgement in this

Summary of key findings for parents and pupils

This is a school that requires improvement Previously weak teaching and learning continues to affect pupils’ progress in reading, writing and mathematics. Some essential skills in reading and writing have not been taught well enough in the past. Pupils’ vocabulary is limited as is their understanding of sentence structure. Pupils are not provided with opportunities to solve problems or use their reasoning skills often enough in their mathematics work. Teaching is not fully effective. Although pupils are supported to remedy historical gaps in their knowledge in reading, writing and mathematics, their work is not challenging. Too few pupils reach the highest standards at the end of each key stage. There has been significant turmoil at the school in the last 18 months. High rates of staff and pupil movement created uncertainty among some parents. Middle leaders, including in the early years, have received support from the local authority to develop their roles. However, these leaders are only just starting to improve achievement in their areas of responsibility. Some aspects of the 2010 Equality Act are not taught consistently well. For example, Year 3 pupils have a better understanding of same sex relationships than some older pupils. In the wider curriculum, pupils do not have enough opportunities to develop their subject-specific skills, especially in science. The school has the following strengths The new headteacher has brought about significant improvements to tackle weaknesses in teaching and learning. As a result, progress in all subjects is improving for current pupils. The English and mathematics leaders have introduced new schemes to bring about greater consistency in the quality of teaching and learning. The headteacher has introduced a broad and balanced curriculum that is starting to build pupils’ knowledge in a range of subjects well. Governors have improved their own practice to address historic weaknesses in their leadership. They now have an accurate understanding of the school’s strengths and weaknesses. The headteacher has improved the identification and support for pupils with special educational needs and/or disabilities (SEND). These pupils make good progress. Staff act as good role models for pupils. Because of this, behaviour is good and pupils feel safe and are happy at school.