Joseph Cash Primary School

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection.

The school's next inspection will be a graded inspection.

What is it like to attend this school?

At Joseph Cash, pupils access a superbly ambitious curriculum. They learn a lot and achieve highly, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

Pupils flourish in this diverse, inclusive school. They are incredibly well prepared for the next stage of learning.

Pupils are excited to learn and behave in the 'JC way'.

Pupils' conduct is ...exemplary. Pupils are motivated, inquisitive learners. Oracy has a high priority.

Pupils learn to agree with, build on and challenge others in thoughtful discussions in all areas of the curriculum. Pupils learn to articulate their ideas with impressive maturity and knowledge.

Relationships are built on trust.

Staff get to know every child, and their interests and talents, to understand their learning needs. Pupils' enjoyment of school is reflected in their high attendance. There is a shared focus on creating an environment that promotes curiosity and empathy for each other.

Pupils, parents and carers praise the school highly. They particularly value the way the school cares. Communication between home and school is a real strength of school life.

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

A key feature of Joseph Cash is its ambition. There is a culture of success. Pupils achieve well and contribute to the school community, whatever their starting points or background.

The school prioritises early reading and language skills. Children get off to a rapid start in the early years. Staff provide pupils with the skills they need to master phonics and keep close track of their progress.

Older pupils who have gaps in their reading knowledge receive additional support. This helps pupils read with increasing confidence and fluency. The school is a book-rich environment, with a well-stocked library and vibrant reading areas.

There are many opportunities to read widely and often. Pupils recommend books to their peers, and they are knowledgeable about a wide range of authors and genres.

Curriculum leaders have set out the essential knowledge and skills they want pupils to learn.

Teachers receive clear guidance on how to teach the curriculum effectively. This means that teachers know what to emphasise when teaching. They regularly revisit and check that pupils remember key knowledge and skills over time.

In design and technology, for example, pupils build their knowledge of design. They think about the practical purpose of their planned designs. Pupils develop their skills in using tools to prepare their designs and produce impressive work.

Pupils achieve well across the curriculum.

The school is ambitious for all pupils. Staff use checks on pupils' learning well to inform any gaps or misconceptions pupils may have.

Pupils with SEND are swiftly and accurately identified. Staff supporting pupils with SEND promote skills of independence and confidence.

Behaviour around the school is incredibly calm and respectful.

Pupils show maturity in how they support and build friendships. Pupils earn 'FAB' tokens for showing the Joseph Cash values of understanding others, resilience, never giving up, making brave choices and trying new things. The pupils live, share, and promote these school values in their words and actions.

Beyond lessons, many remarkable aspects of learning are offered to pupils. There is an exceptionally rich range of opportunities for pupils' wider development. From the very youngest children, they learn to contribute their ideas to discussions and debates in classes and in their family groups.

On the playground, the school's values, 'being kind, caring and doing things the JC way', are seen in the wide range of physical and social play. Pupils work cooperatively, playing together to solve problems, helping each other build dens or practising their cycling skills on the bike track. On the playground, pupil play leaders help others to get involved in the play.

This sense of belonging permeates school life.

In addition, there are many enrichment activities and clubs; the take-up is high. School trips to the beach at Weston-Super-Mare and to different museums and galleries, as well as camping experiences and residential trips, broaden the experiences of pupils.

This helps build aspiration and is at the heart of the school's character education.

The school is highly effective in supporting the well-being of staff. This is done with thought and care.

Governors provide insightful challenge. They support the school to offer the best education possible.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2015.