Saint Joseph’s Catholic Primary School, A Catholic Voluntary Academy

Highlights from Latest Inspection

Outcome

Saint Joseph's Catholic Primary School, A Catholic Voluntary Academy has taken effective action to maintain the standards identified at the previous inspection.

The executive headteacher of this school is Simon Geaves. This school is part of The Nicholas Postgate Catholic Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Hugh Hegarty, and overseen by a board of trustees, chaired by Joseph Hughes.

What is it like to attend this school?

This is a small school with a big heart. It is typically praised by parents and carers, pupils and staff for its 'family-like' atmosphere. It is... a nurturing environment where pupils feel safe.

Pupils enjoy coming to school and attend well. There is a strong sense of community. The genuine care and ambition for pupils shines through the aspirational curriculum and values of the school.

Pupils achieve very well. They meet the school's high expectations for their learning and behaviour. They have positive attitudes and are enthusiastic learners.

Their behaviour is exemplary. Relationships between pupils and staff are positive and respectful. Staff know pupils well.

Pupils speak fondly of their teachers. They appreciate that staff are there to help and talk to if they have any difficulties or worries. Staff deal with the rare incidents of poor behaviour effectively.

The school encourages pupils to take an active part in local community activities. They enjoy a wide variety of trips and experiences. They participate in sporting competitions.

They learn how to take care of their mental health. Pupils are proud to hold positions of responsibility. These include as members of the school council, librarians and 'head starter' mental health ambassadors.

Pupils develop a mature understanding of the importance of looking after others.

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

The school is determined to provide the best education and care for pupils. The curriculum has been revised with this in mind.

Pupils build their knowledge and skills in a logical way from the early years to Year 6. There is a consistent high-quality approach to teaching. Teachers have strong subject knowledge.

Pupils make connections between their learning across curriculum subjects. For example, they use their mathematical skills to measure and compare the mass of objects during their scientific investigations. This helps to deepen and extend their understanding.

Teachers often check pupils' progress in learning and promptly correct any misconceptions. Pupils practise and apply their knowledge and skills.

The school teaches early English and mathematics well.

With skilled support from the trust, the school has further strengthened the mathematics curriculum. Pupils achieve exceptionally well in mathematics. The curriculum for writing ensures that pupils learn to write with increasing maturity and sophistication by the time they reach Year 6.

There is a strong focus on developing children's physical skills and readiness for writing from the early years. Pupils become increasingly adept at using and applying subject-specific vocabulary in their writing. Pupils, including those with special educational needs and/or disabilities (SEND), and those who are disadvantaged, learn to write with enthusiasm and flair.

Reading takes priority in the school's curriculum. The joy of reading is celebrated in every classroom. Pupils appreciate the range of high-quality books available to them.

Their zest for reading is almost palpable. They relish taking home the class 'book buddy' bag to enjoy sharing a book and hot chocolate with their family. Children begin phonics in the early years.

Staff teach phonics very well. They provide prompt and focused support to help pupils to keep up, when necessary. Pupils become competent and fluent readers.

The school has a well-deserved reputation for the care and support it provides for pupils with SEND. Staff work hard to meet the individual needs of pupils. Teachers tailor teaching to help pupils with SEND to access the curriculum.

The school ensures that these pupils take an equal and active part in school life.

The quality of care and support for children in the early years is excellent. Leaders have thought carefully about what children, including those in the 'Little Joey's' provision for two-year-olds, need to know and why.

Staff listen to children. They support the development of their communication and language skills well. Children practise their early literacy and numeracy skills and eagerly engage in the learning activities on offer.

The school prepares pupils for life beyond school extremely well. Pupils learn about potential future career opportunities. They benefit from strong pastoral care.

They learn ways to help them to manage their emotions and behaviour. Pupils become articulate, confident individuals. The school's extensive charity fundraising activities encourage pupils to understand the importance of helping others.

Pupils know about potential risks to their safety and how to keep themselves safe. They take part in enrichment activities that broaden their understanding of the world. These include residential trips to London and Edinburgh.

Trust leaders and those responsible for governance ensure that all aspects of the school are focused on the best interests of pupils. Leaders are considerate of staff welfare and workload. Staff receive high-quality training and support.

They are dedicated to their work. As one member of staff commented, 'At this school, we don't just open our doors to pupils, we open our hearts as well.'

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 outstanding 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 first ungraded inspection since we judged the school to be outstanding for overall effectiveness in September 2017.