St Joseph’s Catholic Primary School Castleford

About St Joseph’s Catholic Primary School Castleford Browse Features

St Joseph’s Catholic Primary School Castleford


Name St Joseph’s Catholic Primary School Castleford
Ofsted Inspection Rating Good
Inspection Date 09 November 2011
Address Pontefract Road, Castleford, West Yorkshire, WF10 4JB
Phone Number 01977555780
Type Academy
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 209 (50% boys 50% girls)
Number of Pupils per Teacher 24.3
Academy Sponsor The Bishop Konstant Catholic Academy Trust
Local Authority Wakefield
Percentage Free School Meals 2.9%
Percentage English is Not First Language 16.3%
Persisitent Absence 4.9%
Pupils with SEN Support 12%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a slightly smaller than average-sized primary school. The large majority of pupils come from White British backgrounds and those from minority ethnic heritage represent a very small part of the school population. The number of pupils known to be eligible for free school meals is below the national average. The proportion of pupils identified as having special educational needs and/or disabilities is broadly similar to the national average. The school has gained a number of awards including Healthy School status, Activemark, Artsmark, Basic Skills Quality Mark and the International Schools’ Award. At the time of the inspection the school was being lead by an acting headteacher. A number of new teachers have joined the school since the time of the last inspection. A privately run after-school club operates on the school premises. This provision is subject to a separate inspection and a report about its quality can be found on the Ofsted website. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Main findings

This is a good school. There is a welcoming environment and pupils obviously enjoy coming to school, which is reflected in their above-average attendance. They are well-behaved and know adults that they can approach if they have a concern. Pupils are confident that their views are taken seriously. This helps them to feel exceptionally safe. Pupils also have an excellent understanding of how to stay fit and healthy. Attainment, by the time pupils leave Year 6, is broadly in line with the national average. This represents good progress from pupils’ individual starting points. However, attainment and progress varies across the school and is higher in English than mathematics and stronger in some year groups than in others. In general, progress is faster and attainment higher across Key Stage 1. Pupils identified as having special educational needs and/or disabilities make good progress due to well-designed activities that are carefully matched to their individual needs. The majority of lessons are good, providing opportunities for pupils to achieve well. During these lessons, activities are pitched at the right level, providing challenge and excitement for all pupils. Relationships between teachers and pupils are positive and lessons are lively. Consequently, pupils’ enjoyment of learning is good and they encourage each other to do well. This good practice, however, is not seen consistently across the whole school. The school has developed a themed approach to the curriculum in Key Stage 1 and is currently in the process of embedding this approach across Key Stage 2. The school has evaluated its provision for community cohesion and recognises that while there is much strength within the school and local community, more needs to be done to broaden pupils’ appreciation of the multicultural society in which we live, both nationally and globally. Senior leaders have robust systems to track the progress pupils make. They have used this information to establish well-thought-through plans for improvement. Members of the governing body care greatly for the pupils; they have challenged and steered the school with a steady hand during a period of change. Self-evaluation is accurate. Across the school there is a shared determination to ensure the school goes from strength to strength. These are among the many examples which demonstrate the school’s good capacity to improve further.