St Joseph’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school has exceptionally high expectations for its pupils and what they can achieve.

Pupils develop knowledge, confidence and character through the school's academic curriculum and rich wider experiences. Pupils, staff, parents and carers are overwhelmingly positive about the school.

Leaders at all levels are knowledgeable and committed.

They are effective in realising their plans to improve the school further. As a result, all pupils, including those with special educational needs and/or disabilities (SEND) excel in their learning. This is reflected in published outcomes in national assessment tests and the work pupils produce, which is of a high quality... across all subjects.

Pupils learn about the importance of community. They are kind, respectful and generous to others. From the early years, children take care to include others in their play and work together effectively.

Pupils routinely reflect on how they can help others.

After-school clubs such as cricket, chess, drama and coding are popular. Pupils participate widely in the school's orchestra, choirs, and art projects.

Pupils perform regularly, including at distinguished venues. Pupils learn to play instruments including piano, drums, flute and cello.

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

From the early years, children are supported to become confident, capable communicators.

Adults model language clearly and effectively across the curriculum. They ensure that pupils hear new vocabulary, understand its meaning and use it precisely in their own discussions and written work. This prepares pupils exceptionally well for the next stage of their education.

Reading is central to the curriculum. Stories, rhymes and songs bring texts to life in the early years. Children remember them well.

Older pupils have a love of reading and appreciate a rich variety of texts. Leaders provide ongoing training which ensures that staff have strong expertise in phonics. Teachers and support staff model the sounds that pupils need to hear clearly and precisely.

They check pupils' understanding methodically, quickly correcting any errors so that all pupils keep up. At the first signs that a pupil needs extra help with their reading, leaders provide routine, focused support which quickly closes gaps in their knowledge and supports them to catch up quickly. Pupils become confident, fluent and perceptive readers.

The school ensures that pupils benefit from a broad and ambitious curriculum. Leaders have organised the order in which knowledge is learned to enable pupils to understand increasingly complex ideas. In the early years, children gain secure and detailed foundations for future learning.

For example, children used their mathematical knowledge of non-standard units to reason why fewer large feet would be needed compared with smaller feet to measure the same wooden beam.By Year 6, pupils use mathematical concepts confidently to solve a range of problems. In music, children learn to recognise a simple beat with their bodies in the early years, then to count the 'heartbeat' of reggae music in Year 1.

This prepares them to listen to, read and play the complex rhythm of a tango in Year 4.

Leaders provide extensive, carefully focused training to develop the expertise of all staff. Teachers select activities and work judiciously to support pupils in learning the curriculum.

No time is wasted. Teachers and support staff check pupils' understanding continually. They correct misconceptions promptly and take every opportunity to extend pupils' thinking.

Pupils with SEND receive all the help they need to thrive within the school. Leaders work with staff, parents and pupils to devise detailed plans. Staff make thoughtful adaptations to help them learn the curriculum and include them fully in school life.

Pupils' behaviour is exemplary. They are highly motivated to learn. Teachers and other staff members provide kind, encouraging support.

Pupils follow clear routines, with little need to be prompted. Children learn to pay close attention when adults speak to them from the early years onwards. They select learning in an orderly way and with purpose.

All this contributes to a highly productive environment where little learning time is lost.

The school encourages and supports pupils to attend very regularly. It addresses any barriers to regular attendance swiftly and effectively.

Pupils rarely miss a day of school.

The school provides a thoughtful, well-planned personal development programme that is rooted in the values of the school. Pupils learn about the importance of treating others with dignity.

They discuss and debate readily, respectful of differences in people's views, beliefs, backgrounds and ways of life. They are taught the importance of tolerance and democracy, and how to stay safe, including online.

Leaders ensure that all pupils take up some responsibility in their time at the school.

Pupils take up roles as peer mediators and in the environment team, for instance. They lead assemblies, grow food and improve the play equipment in the playground.

Safeguarding

The arrangements for safeguarding are effective.