St Joseph’s Catholic Primary School, Poole

Highlights from Latest Inspection

What is it like to attend this school?

Staff care about pupils and parents in this school.

They provided valuable communication throughout the COVID-19 pandemic, and still do. Parents appreciate the listening hub the school provides.

Staff provide a safe place for pupils to learn in.

Most pupils are happy. They feel able to speak with a trusted adult if they have concerns.

The multi-academy trust has raised expectations over time.

There are many new middle leaders in the school, who are learning the importance of accountability. They are adding an important layer to the leadership of the school. Their focus is on improving the school curriculum.

There is a calm and order...ly atmosphere. Pupils learn without disruption. There are rare moments when bullying occurs.

Staff deal with it swiftly but, occasionally, it recurs. Leaders take this seriously and provide many ways for pupils to share issues.

The Catholic ethos sits at the centre of the school's work and its community.

There are plenty of opportunities for pupils to learn about other faiths. The wider curriculum provides enrichment in music, choir, sports and many other activities.

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

Much work has taken place to improve the school curriculum.

Leaders in the core subjects are ensuring that pupils make strong progress through the reading, writing and mathematics curriculums. Leaders in other subjects review and plan their curriculums annually. There is a tendency in some areas, including Reception Year, to overload the curriculum rather than concentrate on the critical knowledge that pupils need to know.

Equally, some subject leaders have not considered the most effective ways to teach their curriculums. When this happens, pupils struggle to recall important facts.

Teachers are becoming more skilful in assessing pupils' work.

Gaps are readily discovered so that pupils' knowledge improves. Teachers are making appropriate adaptations for pupils with special educational needs and/or disabilities (SEND). As a result, pupils with SEND follow the curriculum more easily.

Teachers know the disadvantaged pupils and ensure that they provide suitable support for their needs.

Children in Reception Year learn phonics as soon as they start school. Their fluency in reading develops well.

Staff provide support immediately to younger pupils who need to catch up. Even the weaker early readers are making strides in reading accurately and with feeling. Teachers read stories to pupils throughout the school.

They choose books wisely so that pupils understand the diversity and richness in literature. Teachers do not listen regularly to older pupils reading nor support them in their choice of books. At times, therefore, older pupils do not read books that are at a suitable stage in their understanding or fluency.

Teachers are not paying the same detailed attention to writing. Too many pupils, throughout the school, do not hold pencils and pens correctly. This hinders pupils from writing fluently.

Children in Reception Year are not prepared effectively for Year 1 writing work. There are too many weaknesses in letter formation. Similarly, some of the older pupils do not write numbers correctly.

Leaders promote pupils' personal development successfully from Reception to Year 6. Pupils receive a well-designed personal, social, health and economic curriculum. Consequently, pupils understand how to take care of themselves and others.

They have a mature awareness of how to keep healthy mentally. Meditation and reflection are a part of their daily lives. Pupils contribute to charities.

Pupils in Year 6 take on responsibility as school leaders. Pupils understand democracy at a school level.

Older pupils speak confidently about the relationships and sex education and health education they receive.

They understand the importance of consent in relationships. Pupils feel that staff treat every pupil in the same way. There is no discrimination about gender or protected characteristics.

The trust leaders provide a critical focus on the work of the school. The director of education is central to improving staff's understanding of the importance of clear thinking on how pupils learn. The chair of governors is new and deeply committed to the school's improvement journey.

He receives training in his role from directors of the trust. Staff gain useful development opportunities from the many networks and subject hubs in the trust.

Safeguarding

The arrangements for safeguarding are effective.

The designated safeguarding leads are vigilant in their duties and protect pupils. Staff receive regular and up-to-date training. They know how to identify and report any concerns about pupils who may be vulnerable.

Leaders make sure that external support is provided at the right level to keep pupils safe.

Recruitment checks are undertaken thoroughly.

The school has suitable policies in place to raise awareness among staff and parents about the dangers of sexual harassment, online sexual abuse and sexual violence.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some curriculums, including the early years, pupils are not gaining knowledge in a carefully sequenced way. As a result, some pupils are not building on prior learning effectively. Leaders must ensure that curriculums are planned and implemented so that pupils learn more and remember more over time.

Many teachers do not consider regularly the most effective pedagogy for teaching the curriculum. As a result, pupils are not able to remember and articulate their learning effectively. Leaders must ensure that teachers' subject pedagogical knowledge is strengthened so that pupils' experiences of learning are more effective.