St Joseph’s Roman Catholic Primary School, Ramsbottom

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and their parents and carers, were full of praise for their school. Pupils described staff as kind and supportive.

They said that staff help them to resolve any worries that they may have. Pupils feel happy and safe at school.

Pupils were keen to tell inspectors about their learning.

They also described with enthusiasm the many trips and other activities that they enjoy. These activities enhance pupils' learning of the curriculum. They also broaden their understanding of the wider world.

Pupils take an active part in their local community, such as singing for elderly residents or fundraising for charities. Pupils are strong advocates for equa...lity. For example, pupil ambassadors work with other local community groups to help to improve the lives of others.

Pupils are well behaved and courteous during lessons and as they move around the school. They told inspectors that everyone is welcome at their school.

Leaders have high expectations for each pupil.

Pupils, including those with special educational needs and/or disabilities (SEND), benefit from well-tailored support. This begins in the early years where skilled staff ensure that children's individual needs are fully understood and met. Pupils across the school achieve well as a result.

What does the school do well and what does it need to do better?

The school has devised an interesting and ambitious curriculum that enables pupils from the Nursery Year onwards to learn well. In the majority of subjects, the school makes sure that teachers are clear about the important knowledge that pupils should learn. However, in a small number of subjects, teachers are less clear about the knowledge that pupils require for subsequent learning.

On occasion, this hinders how well some pupils learn in these subjects.

In the main, staff are suitably equipped to deliver the curriculum well. This supports pupils to build successfully on what they already know.

As a result, most pupils deepen their knowledge of concepts across many areas of the curriculum.

Staff are skilled at identifying and addressing misconceptions or gaps in pupils' knowledge. For example, staff in the early years adapt their delivery of the curriculum when children need additional support in some areas of learning more than others.

Across the school, staff know how to identify the additional needs of, and provide effective support for, pupils with SEND.

Reading is a strength of the school. Staff are adept in supporting pupils to learn to read with fluency and accuracy.

Pupils enjoy reading and being read to. The high-quality texts that the school has carefully selected capture pupils' interests and support their learning across the curriculum.Children in the Nursery Year enjoy the rhymes, stories and songs that staff share with them.

These prepare children well for learning phonics as they join the Reception Year. Pupils regularly practise how to apply their phonics knowledge to their reading. By the time that they reach the end of key stage 1, most pupils have developed secure reading knowledge.

Staff ensure that those pupils who struggle with reading receive well-targeted support to catch up quickly.

Pupils' positive attitudes to school are evident in their high rates of attendance. In lessons, pupils' focus on their learning diligently and they try their best to succeed.

The school provides a wealth of opportunities to support pupils' wider development. Pupils explained that staff have taught them about the importance of looking after their own and others' well-being. For example, pupils recognise that one of the ways that they can keep emotionally well is by showing acts of kindness towards others.

Pupils are happy to cooperate with staff and with each other. These attributes help pupils to be ready to make a positive contribution to society in later life.

The school has developed very strong relationships with parents.

Parents and staff members spoken with were keen to describe the benefits of these close-knit relationships. Parents said that they are well equipped to support their children's learning.

Governors, together with the school, are committed to ensuring that pupils receive the support that they need to experience success.

For the most part, when making changes to the curriculum, leaders are mindful of their role in supporting staff to manage their workload. The school provides effective support to enable teachers to carry out their roles effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the school has not made sure that teachers are clear about the essential knowledge that pupils should learn. On occasion, some pupils' learning in these subjects is not as secure as it is in others. The school should ensure that, in these subjects, teachers are sufficiently informed about the important curriculum content that pupils require for future learning.