St Joseph’s Catholic Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have improved the school. Pupils, including those with special educational needs and/or disabilities (SEND), benefit from studying an ambitious curriculum and from having dedicated lessons that help them to develop as individuals. The school experience, built around a strong Catholic ethos, prepares pupils and students well for their future.

There is a settled atmosphere in lessons and around school. Lessons are purposeful. Poor behaviour rarely disrupts life in school.

Pupils value their teachers and pastoral staff. The house system gives pupils stability. It helps them to feel safe and comfortable in school.

Bullying is rare. Leaders have taught pup...ils what bullying is and how to report it. Pupils have faith that heads of house and other staff would deal with any bullying if it did occur.

Diversity is celebrated in school. Pupils talk confidently about how European languages week and Black History Month have broadened their horizons. Students in the sixth form play an active role in supporting younger pupils.

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

Leaders have built a curriculum that develops pupils' cultural capital. For example, the art curriculum exposes pupils to a wealth of different artists and genres. In English, pupils study important and increasingly ambitious texts.

Pupils with SEND receive effective support to access the same curriculum as their peers. The curriculum is well designed. It develops and deepens pupils' knowledge of the subjects that they study.

Teachers have good subject knowledge. Sixth-form students studying vocational qualifications particularly benefit from the expertise of staff. Teachers explain new knowledge clearly.

They effectively adapt their teaching to help pupils with SEND. Teachers regularly support pupils to revisit previous knowledge. This helps pupils to remember what they have learned in the past.

Leaders have invested time in training staff on the use of assessment. As a result, teachers routinely check that pupils have understood what they have been taught. Teachers typically give further explanations when they identify that some pupils have misconceptions.

However, some teachers do not then follow this up to make absolutely sure that pupils have understood and are ready to move on with their learning.

Pupils who need help with reading get the right support. Leaders think intelligently about grouping pupils to address their individual reading needs.

For example, leaders identified that some female pupils were reluctant to read out loud. Leaders have put in place additional opportunities for these pupils to read to an adult outside of lessons. As a result, they are growing in confidence and becoming more fluent readers.

The sixth form prepares students well for future success. Students progress to meaningful education, employment and training destinations. The personal development offer in the sixth form helps students prepare for adulthood.

For example, the school's catering staff deliver lessons to students on how to cook meals on a budget. Leaders put in place bespoke packages of support for students with SEND. This means that they are well prepared for independent living when they leave school.

Pupils behave well. The routines around school are well understood. Incidents of poor behaviour have reduced over time.

Lessons are rarely disrupted. Pupils who have been suspended from school in the past understand that their actions have consequences. They feel fairly treated and well supported to improve their behaviour.

Leaders place great emphasis on pupils' personal development. Many aspects of this programme are well embedded. For example, the curriculum develops pupils' understanding of different cultures and faiths.

There are meaningful opportunities to debate moral dilemmas. Pupils speak with authority about the difference between right and wrong. Leaders have established a rich careers programme from Year 7 to Year 13.

However, leaders have not taken suitable steps to fully assure themselves that pupils remember the important knowledge that they gain from personal, social and health education (PSHE) lessons.

Leaders and those responsible for governance have improved the school. Leaders' actions have united staff.

They feel supported with their workload and well-being. Governors and trustees hold leaders to account effectively.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured well-established systems to report and record safeguarding concerns. Staff are well trained. Regular updates from leaders and external training keep staff's safeguarding knowledge up to date.

Staff know about emerging safeguarding risks in the local area and how to spot that pupils might be vulnerable to harm. When concerns are raised by staff, leaders take swift action. This includes involving external agencies as appropriate.

Pupils know that their head of house would support them if they needed help. Pupils value the mental health support that is available in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not use assessment consistently well in lessons.

Although teachers pick up on pupils' misconceptions, sometimes teachers do not adapt their teaching well enough to fully address gaps in pupils' knowledge. This means that pupils are occasionally moved on to new learning too quickly. Leaders should ensure that all teachers use assessment deftly to inform their teaching and help pupils to embed key concepts.

• There is not a robust system in place to check what pupils know and remember from the school's PSHE programme. Consequently, leaders are not able to assure themselves that pupils have learned important PSHE knowledge. Leaders should ensure that a system is developed which allows them to fully evaluate the effectiveness of the PSHE programme.

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