St Joseph’s Catholic Primary School, Broadstairs

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this happy and safe school. There is plenty for pupils to do before school in the breakfast club and after school in the various activities that staff oversee. The popular clubs, such as football, basketball and cross-stitch, and various trips through the year, enrich pupils' experiences.

The school's values help pupils to develop respectful and tolerant attitudes.

Staff expect pupils to achieve well and work hard. Pupils live up to these high expectations.

They behave sensibly in lessons and play well together at social times. Well-thought-through routines ensure that from early years, children learn the expectations and rules of the s...chool quickly. Pupils with special education needs and/or disabilities (SEND) benefit from a well-tailored approach.

Those who struggle with their behaviour are given extra help in the school's 'quiet room' or the 'support room'. The after-school 'thrive' club extends this work and helps older pupils discuss and understand their own mental health.

Pupils enjoy the various leadership opportunities on offer such as play leaders, litter pickers and librarians.

Many join the school council, eco-council and chaplaincy team so they can have a say in how the school is run and contribute to school assemblies.

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

The school has overseen changes in many areas since the previous inspection. Following a significant review, the school has designed an ambitious and thoughtfully structured curriculum.

The school sets out the knowledge, skills and vocabulary pupils need to learn at each stage. This means teachers know what to teach and when to teach it. However, in some subjects from early years to Year 6, the curriculum is not yet fully embedded.

Consequently, although most pupils achieve well overall in a few subjects, some pupils have gaps in their knowledge.

The school prioritises reading. From early years, children learn to understand phonics and develop their reading fluency well.

Pupils who need extra help receive effective support from well-trained staff. This helps them to catch up quickly. As they move through the year groups, pupils develop a love of reading and an appreciation for different types of literature.

Recently introduced approaches to teaching are having a positive impact on pupils' learning across subjects. Teachers design learning so pupils have opportunities to remember what they have previously learned and any misconceptions are addressed quickly. From early years, the school identifies pupils with SEND accurately and provides well-thought-through support.

Teachers' curriculum adaptions ensure that pupils with SEND achieve as well as their peers.

Teachers have strong subject knowledge. Staff use assessment well to keep pupils on track and ensure timely support is provided for those who fall behind.

Pupils enjoy grappling with thought-provoking questions and topics in lessons. For example, in history, Year 4 pupils discussed attitudes towards women in Victorian England and how migration contributed to Britain in the 20th century. In early years, children quickly develop positive attitudes toward learning.

They develop their understanding of the seven areas of learning, the world around them and how to cooperate with others in learning and play.

Pupils' attendance is improving. Prior to this year, absence and persistent absence rates were too high.

However, the school has employed well-considered strategies and supported families who have had difficulties in encouraging their children to attend regularly. This has improved the attendance of many pupils who have had significant issues with coming to school regularly.

Pupils' personal development is central to the school's vision.

The personal, social and health education (PSHE) programme supports pupils in developing their understanding of themes such as human rights, mental health, physical well-being and citizenship. As well as relationships and health education lessons, the school blends elements of PSHE with the computing, science and physical education curriculums. Pupils are taught how to keep safe online and in water and what to do if there is a fire.

They explained that these lessons help them deal with real-life situations. Local community links enrich pupils' experiences. Older pupils volunteer at the local food bank and support local charities.

Those responsible for governance are well informed about the school's standards and the progress the school has made against their strategic priorities. The overall monitoring schedule, including the trust's school improvement partner, is effective in providing an overview of school standards and holding leaders to account.

Staff feel well supported by leaders.

The school considers staff workload when deciding on policies, and staff feel leaders are approachable. Staff also appreciate the training programme provided by the trust and the opportunities to work with staff in other trust schools.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the curriculum is not embedded securely enough. Consequently, pupils do not deepen their knowledge and understanding as well as they could. The school should embed the curriculum so that it is equally secure across all subjects.