St Joseph’s Catholic Primary School, A Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly, welcoming school. A strong Christian culture underpins its work. Pupils are proud to belong to the school family.

Relationships between staff and pupils are positive and caring. Staff know each pupil very well. They greet pupils individually every morning.

This helps pupils to feel happy and safe.

The school is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Most pupils achieve well.

They are ready for the next stage of their education by the time they move to secondary school. The broad curriculum is enhanced by educational visits and experiences. For example, key stage 1 visit...ed a toy museum as part of their history topic.

Pupils in Years 5 and 6 access a range of experiences through residential visits.

Pupils are polite and well mannered. The majority of pupils behave very well, most of the time.

There is very little bullying. Pupils are confident that if bullying does occur, the school will deal with it effectively. They trust the adults in school to take good care of them.

Pupils care about others. The charities they choose to support often have personal links to people they know. Pupils take on responsible roles such as reading volunteers, 'Mini Vinnies' or school councillors.

This helps them to establish leadership skills and develop their character.

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

The school has designed the curriculum to give pupils knowledge of the local area and the wider world. Important knowledge is identified and taught in a logical sequence.

Teachers give pupils tests and quizzes to help them remember more of what they learn. Pupils appreciate the structured curriculum information sheets that they receive. They say these help them to know what key information they need to remember.

Pupils in key stage 2 have a strong grasp of mathematical language. This helps them to explain and discuss calculations and problems. Pupils are ready for the next stage of learning by the end of primary school.

Pupils with SEND study the full curriculum. Adaptations to resources and routines are matched to the individual needs of pupils. This helps them to access the entire curriculum.

Pupils are extremely well supported socially and emotionally. This helps them to be fully involved in every aspect of school life.

Reading for pleasure is a priority.

Teachers share their favourite books with pupils. Pupils enjoy reading a wide range of books. Older pupils volunteer to read with the younger ones.

Children start learning to match letters to sounds as soon as they begin Reception. The books that children use to practise reading are well matched to the sounds that they know. Pupils in the earliest stages of reading receive effective support to help them to become fluent readers.

However, sometimes, some pupils have misconceptions in their phonics knowledge. Staff have not received recent phonics refresher training to support pupils precisely with this.

Children in early years enjoy learning in the local area.

For example, children make celebration cards, write their own address on the envelope and walk to the post box to post them. They visit the local shop to buy resources and seeds for their topic on 'growing'. Staff plan challenges for children across all areas of learning.

However, the curriculum has limited opportunities to develop children's ideas and vocabulary to extend their learning. Staff have not accessed relevant training to refresh their knowledge in this area.

Pupils attend school well and are keen to learn.

They appreciate the rewards, such as house points and badges, that they receive for good work and behaviour. A small number of pupils with SEND sometimes find it difficult to regulate their behaviour. The school provides effective support to help pupils manage this.

Pupils have many opportunities for reflection and spiritual development. They plan and lead collective worship in school. The school has reorganised the curriculum for religious education.

This is to ensure that pupils learn more about different world religions. Pupils make a difference in the local community with local residents. Visitors to school, including from local rugby and football clubs and a famous boxer, inspire pupils and help them learn how to keep healthy and safe.

A variety of clubs give pupils opportunities to develop their talents and interests.

School and trust leaders know the school's strengths and areas for improvement very well. They have clear plans for improvement.

The local governing board provides strong support and challenge for the school. Staff feel well supported. They appreciate strategies such as staff well-being day.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils have misconceptions in their phonics knowledge. Staff do not address these consistently.

The school should ensure that staff have effective support and refresher phonics training to ensure that they are equipped to address any misconceptions swiftly to maximise pupils' learning. ? In the early years, opportunities in the curriculum to extend children's ideas and their vocabulary are limited. The school should ensure that all adults receive the relevant training to understand when and how to fully develop children's vocabulary, communication and language.

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