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About St Joseph’s Catholic Primary School, Coundon
There have been many changes to staffing. Leaders on all levels are determined for all pupils to succeed, including pupils with special educational needs and/or disabilities (SEND). Since the poor outcomes achieved by pupils at the end of key stage 2 in 2023, leaders have made important changes to improve the quality of education.
These changes are beginning to make a difference. However, in some subjects, pupils do not achieve well enough.
Pupils are happy and well cared for in this school.
Pupils know where to get help if they need it. This helps pupils to feel safe. The school is a calm environment whe...re pupils focus on their learning.
Pupils value each other's individuality. For example, in assemblies, pupils enjoy recognition for showing compassion to others. This helps to inspire pupils to be good citizens.
The school ensures that pupils benefit from a wide range of activities to develop their interests and build character. Activities include introducing pupils to sports they may not have tried before, such as bocce ball and fencing. Pupils enjoy participating in fundraising events such as the 'Turkey Trot', where they make headdresses and complete a run to raise money for a local foodbank.
What does the school do well and what does it need to do better?
In a short space of time, new leaders have made necessary changes to improve the school. Leaders acknowledge that not enough pupils achieve well in reading and mathematics. The school and trust are working together effectively to ensure that the quality of education continues to improve, including in early years.
The school's curriculum is ambitious for all pupils, including pupils with SEND. The school is working to improve teaching of the well-sequenced curriculum. There are early signs of success in how well pupils are achieving in some subjects.
For example, the history curriculum is taught effectively so that lessons build on what pupils already know. Teachers check pupils' understanding during lessons. They teach to close gaps in knowledge and address misconceptions.
In mathematics and reading in English, assessment is not used precisely enough to identify and address gaps in pupils' knowledge. This means that these pupils are not as well prepared as they should be for the next stage in their education.
Some subject leaders are new to their role.
They are knowledgeable about the subjects that they lead. However, they do not have a precise overview of the areas to improve. They are unclear of the impact of the actions they have already taken.
Trust leaders are supporting leaders to monitor their subject more effectively and to provide support to staff.
Nursery children from the age of two enjoy songs and rhymes. From Reception year, children follow a well-structured phonics programme.
They practise reading from books matched to the sounds that they know. Checks successfully identify gaps in younger pupils' phonics knowledge. They receive extra support to help them learn to read.
Older pupils enjoy class story time, where they listen to teachers reading books.
The school ensures that the needs of pupils with SEND are identified accurately. Staff who support pupils with SEND are well trained.
Pupils get the support they need to access the full curriculum. In a few lessons, the curriculum is not adapted as well as it should be to enable all pupils with SEND to achieve success.
In early years, staff ensure that adult-led activities in literacy and early mathematics help children to get off to a strong start.
However, across all areas of learning, some activities do not develop children's knowledge well enough. This includes children's development of spoken language. This means that children are not as well prepared as they could be for the full curriculum in Year 1.
The school's strategies to improve pupils' rates of attendance are having a positive impact. Leaders work diligently to support parents and carers to improve attendance and punctuality. Many parents value the relationships they have with staff.
The school's provision for pupils' personal development is preparing pupils well for life in modern Britain. Pupils are encouraged to discuss their feelings and supported to manage strong emotions. Pupils learn how to keep themselves safe, including online.
The school helps pupils to make links between what they are learning and different careers. Pupils value their learning.
Many parents are happy about the school.
However, a few parents say that the school does not communicate well with them. Some parents, including parents of pupils with SEND, feel they are not informed of changes in a timely manner.
Staff appreciate the support from leaders to manage their workload and well-being.
They are united in their efforts to implement strategies to improve the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school does not consistently check what pupils know and remember, including for pupils with SEND.
This means that teaching does not address the gaps in pupils' knowledge of mathematics and reading as effectively as it could. The school should ensure that all staff use the school's assessment processes consistently well. The school has made recent improvements to leadership.
In some areas, the school does not have clear systems to monitor and improve provision for pupils. This limits how well leaders understand what is working well and what needs to improve. The school needs to continue to develop their leadership processes to allow them to improve outcomes for all pupils effectively.
• Children in early years do not develop their learning well enough across all areas of the curriculum. This includes children's communication and language development. The school needs to ensure that the early years curriculum focuses on the key knowledge and skills that children need to learn in each of the prime and specific areas so that they are well prepared for Year 1 and beyond.
