St Joseph’s Catholic Primary and Nursery School

Highlights from Latest Inspection

Outcome

St Joseph's Catholic Primary and Nursery School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils are proud to attend this small and happy school. They feel safe and know that if they are worried about anything, there is a member of staff who will listen to them and deal with their concerns.

The school has high expectations for all pupils' education and provides them with a well-constructed curriculum.

This allows most pupils to achieve well. Most pupils behave sensibly in lessons. They listen to staff and to each other.

The school ensures pupils develop into well-rounded indiv...iduals ready for life in modern Britain. Pupils know it is important to respect people from all cultures and backgrounds. They see diversity and tolerance as strengths of the school.

The school celebrates people's differences successfully, such as through its 'international evening.' Pupils and their families show clothing and share food and music from their rich backgrounds and cultures.

The school provides many enriching and exciting experiences to enhance learning.

Pupils visit museums and galleries and meet with visitors to the school, for example authors during Black History Month. Pupils benefit from after-school clubs such as multi-sport events, drama, and football. Pupils are also encouraged to contribute to the life of the school.

For example, they can be reading buddies and help younger pupils with their reading skills.

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

The school sees reading as a priority to allow pupils to access the rest of the curriculum.In Nursery, children learn rhymes and listen to stories, and as soon as they start Reception, they access the chosen phonics scheme.

Staff are well trained and deliver the learning effectively. Pupils blend sounds to make words, and the books read match the sounds they know. Staff check pupils' learning carefully, and any pupils who are struggling are given extra help to allow them to catch up.

The curriculum is broad and balanced and is structured to build on pupils' knowledge from the early years through to Year 6. For example, in the early years, children discuss how people come from different countries. In Year 1, pupils identify the continents and start to use a greater range of geographical language.

By Year 3, pupils progress to comparing the different geographical features of specific countries. Pupils build secure knowledge of important concepts across the curriculum.

The school develops pupils' use of language in different subjects across the curriculum.

For example, in art and design, pupils discuss how they will design their hand puppet, including the different features it will have and how they will construct it. Pupils express themselves clearly and reflect on what they have learned.

Usually, teachers select activities to ensure they present learning effectively and allow pupils to develop their knowledge and understanding.

Teachers also ensure pupils are pushed to extend their learning and tackle more complex work. Sometimes, however, the activities chosen are not as effective in supporting pupils' ability to understand subject content and recall it when needed for future learning.

Pupils with special educational needs and/or disabilities are identified as soon as possible.

Teachers adapt their approach to ensure that these pupils can access the curriculum. For example, they break down knowledge into small manageable steps and provide visual and concrete resources or support from specially trained staff. Pupils' progress is checked carefully by staff to ensure they meet the targets set.

The school has clear expectations for pupils' behaviour, which pupils understand. If behaviour falls below these expectations, staff adjust their responses appropriately. They may give pupils space to calm themselves down, but they also encourage pupils to discuss and understand what is beneath their actions.

Pupils respond well to this approach. They praise behaviour in the school. The school is doing all it can to improve attendance and lower persistent absence.

This includes offering support to parents and carers where needed. Attendance is improving, and persistent absence is reducing year on year.

Pupils appreciate the different opportunities they are given by the school.

They enjoy playing musical instruments at concerts in the local area or joining the choir to sing in a nearby old people's home. Pupils are proud of the work they do in the school. For example, the eco-council organises car-free days, and digital leaders help teach pupils how to stay safe online.

Leaders are mindful of staff workload and well-being. Staff appreciate the effective training they receive. Governors know the school well and are proud of the friendly, inclusive atmosphere.

They provide an appropriate balance of challenge and support for leaders. Parents are generally very positive about the school and praise the nurturing community that it provides.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, teaching activities are not well selected to help pupils understand the key subject content that is being taught. Over time, this reduces how well pupils understand and remember knowledge. The school should support teachers in developing their expertise in selecting activities and resources that consistently match the aims of the school's curriculum.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in July 2015.

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