St Joseph’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Adults care for pupils and know them well at this nurturing, inclusive school. Pupils benefit from very positive relationships with each other and with the committed staff team. Pupils make an exceptional start in Reception.

Pupils develop confidence and understanding of the school's pledge for all pupils to be 'respectful, ready and safe'. Pupils feel safe and are happy at school. Bullying or unkind behaviour is rare but taken seriously.

If any incidents occur, they lead to thoughtful and determined actions from school leaders. Pupils understand how to raise concerns with trusted adults if they have any worries.

Pupils are proud to make a positive difference... to their school community.

Older pupils care for the younger ones and help them by mentoring, leading play and acting as positive role models throughout many aspects of school life. Through the school's 'pupil passports', they experience a deliberate, structured programme of rich cultural experiences, such as auditioning for school plays or taking part in a 'Titanic fair'. Behaviour is exemplary throughout the school and the school day, with pupils engaging in a wide range of activities, where they show highly positive approaches to their learning.

One pupil summed this up, saying, 'At our school, we welcome everyone. There are opportunities for all.'

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

Leaders have rightly prioritised phonics and early reading at the school.

There is a systematic approach, which is taught consistently well. Pupils read regularly and develop a love of books from the start of Reception. Pupils appreciate the school library and are enthused by the creative ways staff try to engage them, such as using a book vending machine, which links to the school's praise and rewards system.

Books that help pupils to learn to read are matched closely to the sounds they know. All pupils, including pupils with special educational needs and/or disabilities (SEND), learn to read well and catch up if they fall behind because of effective tuition and extra support.

Leaders are highly ambitious for every pupil.

In core subjects, such as mathematics, they have implemented a curriculum that equips pupils with the essential knowledge and skills they need to be prepared for their next stage of education. Teachers design lessons thoughtfully. They demonstrate and continue to develop secure subject knowledge.

Teachers check how well pupils have learned and then adapt future lessons to ensure that pupils succeed. In a small number of subjects across the wider curriculum, however, leaders continue to work to identify the precise knowledge that pupils need to learn.

Leaders provide high-quality training for staff.

There is a range of opportunities to help staff develop their skills, including successful programmes to help staff move into leadership roles. Through these, staff support each other and other schools across the trust. Leaders are committed to excellence across all subjects and are clear about the strengths and areas to develop further.

Confident pupils discuss their ideas in mature and skilful ways. For example, the school council hosted a 'Question Time' event, where they debated topical issues with a local member of parliament. The comprehensive personal, social and health education programme helps pupils to explore keeping mentally and physically healthy, online safety and a range of experiences to help develop pupils' resilience and wider understanding.

Pupils with SEND and pupils from disadvantaged backgrounds consistently benefit from a variety of opportunities, including learning musical instruments and developing artistic knowledge and skills through clubs such as lunchtime drama club. Pupils enjoy a wide range of other activities, such as choir, dodgeball, Spanish dancing and tennis. Leaders ensure that British values, like understanding democracy, link closely to the school's broader values.

For example, in the early years, children vote for the book that is to be read at the end of the day, and key stage 2 pupils debate controversial topics. Pupils develop a strong awareness of diversity in modern Britain. They understand the importance of tolerance and acceptance.

One leader stated, 'Our values are lived, breathed and understood here.'

Trust leaders and governors share an ambitious vision for the school. They work closely with staff, offering high-quality challenge and support, which is both appreciated and welcomed.

Under the guidance of the headteacher, leaders engage with staff well to support them with issues such as workload and well-being. Staff and parents are highly supportive of school leaders.

Safeguarding

The arrangements for safeguarding are effective.

Governors take account of all their statutory duties in relation to safeguarding, including 'Prevent' duty. There are robust systems in place to support the strong culture of safeguarding that exists at the school, including safe recruitment of appropriate staff and volunteers. Leaders know families well and make sure that pupils get help if they need it.

Leaders ensure that all staff receive appropriate training and are aware of the signs of potential harm. Leaders review case studies and scenarios to keep staff's knowledge up to date. Pupils have a clear understanding of e-safety and the potential dangers of technology use and social media.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of foundation subjects, leaders have not identified the precise knowledge that pupils need to learn consistently and clearly. As a result, pupils do not learn as well as they could in these subjects. Leaders should ensure that the curriculum for all subjects builds cumulative knowledge and vocabulary to support all pupils in knowing and remembering more.

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