St Joseph and St Teresa Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this school. They feel safe and well supported.

The school's values contribute strongly to how well pupils conduct themselves. Pupils treat one another with tolerance and respect. They are calm, courteous and welcoming.

Bullying is uncommon and is not tolerated.

Pupils are keen to meet the high expectations that the school has of them. They behave and achieve well.

The school's approach to linking careers to the curriculum raises pupils' aspirations and inspires them. This contributes to their eager participation in lessons, as they value learning.

Pupils take on leadership roles that support their peers.

For ...example, as play leaders and through the chaplaincy. These experiences increase pupils' confidence. Pupils also contribute to the wider community.

For instance, they raise funds for a host of charities, collect for the local foodbank and take part in community events.

Parents and carers have many opportunities to come into school to share important celebrations with their children and to find out more about what they are learning. Communication with parents is strong.

Parents find staff approachable and welcoming.

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

The curriculum is broad and ambitious. Staff know exactly what knowledge pupils need to learn at each stage.

Pupils have many opportunities to revisit prior learning. This helps them to connect new learning to what they already know.

Most pupils achieve well.

They produce high quality work and remember what they have learned. However, some learning activities do not take account of what pupils already know and can do. When this is the case, some pupils do not deepen their learning as well as they could.

Teachers have the subject expertise they need to explain new learning clearly. They check pupils' understanding and correct misconceptions. Staff support pupils with special educational needs and/or disabilities (SEND) well so that they can learn successfully alongside their peers.

Pupils read widely and often because reading is at the heart of the curriculum. The texts that underpin the English curriculum are carefully selected so that they increase pupils' enjoyment of reading. Teachers have the expertise to ensure that pupils build their reading fluency, comprehension and vocabulary.

Pupils of any age who fall behind with reading get the help they need to catch up. Children in the early years show a huge enthusiasm for reading. They are eager to practise the sounds they know and to begin to write.

Pupils behave well and are keen to learn. Children in the early years quickly learn to follow the school's routines. They are excited to learn.

Staff consistently use praise and rewards to remind pupils of what is expected of them. It is rare for learning to be interrupted by poor behaviour. The school teaches pupils how to manage their feelings and resolve any friendship issues they may have.

This helps to create a calm, respectful environment. For instance, in the early years children share equipment and co-operate with one another well as they use areas such as the construction and home corners.

Personal, social and health education (PSHE) supports pupils' wider development well.

They know how to stay safe online and how to maintain their mental and physical health. Pupils learn about other faiths, including what unites those who have different beliefs to their own. Events such as 'Language of the Month' make pupils aware of aspects of other cultures.

Pupils develop their talents and interests through the clubs that the school provides. There is a thorough approach to character development. Pupils understand how different attributes, linked to the school's values, contribute to being a good citizen.

They build resilience and confidence through outdoor education, trips and public speaking events.

Leaders are mindful of workload pressures. For instance, curriculum changes have been accompanied by training that ensures staff have the knowledge and skills they need to teach effectively.

Staff are well supported and proud to work at the school.

Those responsible for governance have robust systems for checking on the quality of all aspects of the school's provision. They know the school's strengths and areas for further development.

The school has prioritised improvements that will have the greatest impact on pupils. However, sometimes action is not taken as promptly or consistently as it could be.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, the work some pupils complete does not take account of what they already know and can do. As a result, some pupils do not learn as well as they could and do not deepen their knowledge. The trust should ensure that teachers are supported to design learning activities that take pupils starting points into account.

• Occasionally, the school does not take prompt enough action when areas of further development are identified. As a result, some improvements are not made as securely and consistently as they could be. The trust should ensure that the school takes prompt, effective action when areas for development are identified.