St Joseph’s Catholic Infant School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress in the Nursery and Reception classes.

This good start is built on well so that by the time pupils leave in Year 2, they reach above average standards in reading, writing and mathematics. Disabled pupils and those with special educational needs make progress that is similar to, and often better than, that of their classmates because they receive particularly good support. Teaching across the school is typically good, with an increasing proportion that is outstanding.

Staff apply the school's behaviour policy consistently so pupils feel safe and behave well. The school is a harmonious and cohesive community where ...pupils from different backgrounds work and play very well together, reflecting the school's good provision for their spiritual, moral, social and cultural development. The school leaders provide strong leadership to make sure that the school continues to move forward.

There is a clear vision to improve the school, shared by staff and governors. School leaders have successfully addressed issues from the previous inspection, demonstrating that they have capacity to improve further. Leaders, managers and the governors work very well with parents and carers to achieve positive benefits for their children.

It is not yet an outstanding school because : The proportion of outstanding teaching is not high enough. Teachers do not match work precisely enough to the abilities of the more able pupils or check their learning and understanding during the lesson; as a result, not all of these pupils are challenged to achieve the higher levels. Inconsistencies in the quality of marking mean that sometimes pupils do not know how to improve their work.

Middle leaders are not sufficiently effective in improving teacher practice. Governors do not know closely enough the progress that pupils are making compared to pupils nationally.

Information about this school

This is an average-sized infant school with provision for the Early Years Foundation Stage in two part-time Nursery classes and two Reception classes.

The vast majority of the pupils are from minority ethnic groups, with almost half being of Black African heritage. The proportion of pupils who speak English as an additional language is well above the national average. The proportion of pupils known to be eligible for the pupil premium funding is below average.

This is extra money provided to schools by the government for pupils known to be eligible for free school meals, children from service families, and those children that are looked after. The proportion of pupils supported through school action is higher than that found nationally and the proportion of pupils supported through school action plus or with a statement of special educational needs is lower than that found nationally. The headteacher was in post at the time of the previous inspection.