St Joseph the Worker Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and children in the early years, told inspectors that they feel happy and safe at school. They said that there is always an adult who they can go to if needed. Pupils also know that they can post a note in the worry box.

Leaders deal effectively with any bullying or unkindness.

Leaders have high expectations for pupils' learning and behaviour. This includes those pupils with special educational needs and/or disabilities (SEND).

Pupils behave well in lessons and around school. They work hard and achieve well.

Pupils benefit from a wide range of after-school activities, such as dance, football, choir and art club.

Older pupils said tha...t they are proud to represent their school, for example in productions and sporting events.

Pupils take on extra responsibilities, such as well-being ambassadors. They are considerate of the feelings and welfare of others.

Pupils understand the importance of keeping fit and looking after their mental health.

Leaders are ambitious for all pupils to experience the local area. They enrich the curriculum with visits to art galleries, local landmarks and other cultural attractions.

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

Leaders have ensured that the curriculum for all pupils, including those with SEND, is ambitious. They have carefully thought about the topics that pupils, and children in the early years, must learn. In most subjects, leaders have identified the essential knowledge that sits beneath these broad topics.

Teachers deliver the curriculum effectively in these subjects. In the main, this enables pupils to achieve well.

In a few subjects, leaders have not identified the essential knowledge that pupils must know and remember.

In these subjects, some teachers do not have all the information that they need to deliver the curriculum as well as they could. On occasion, this hinders how well some pupils learn in these subjects.

Leaders are well on their way to developing the curriculum in the Nursery Year.

Although there remain some weaknesses in the promotion of children's vocabulary and language, by the end of the Reception Year, most children are on track with their learning. They are ready for the demands of Year 1.

In most subjects, teachers use assessment strategies well to establish what pupils know and can do.

At times, however, teachers are not alert to pupils' misconceptions. This, in turn, sometimes leads to gaps in pupils' knowledge.

Children in the early years get off to a good start with learning to read.

Leaders have provided appropriate training for all staff to deliver the school's phonics and early reading programmes well. The books that pupils read match the sounds that they know. Those pupils who struggle to read benefit from effective additional support.

This helps them to catch up quickly. Older pupils enjoy reading a wide range of books. They talked with enthusiasm about the books that they have read and their favourite authors.

Leaders ensure that they identify and assess the additional needs of pupils with SEND in a timely manner. Teachers successfully adapt the delivery of the curriculum to enable these pupils to learn alongside their classmates. The curriculum enables pupils with SEND to achieve well.

Pupils behave well around school and in lessons. They engage in their learning and contribute well to discussions. They can get on with their learning without interruptions.

Pupils understand the importance of good attendance and how this helps them as learners.

Leaders carefully consider pupils' wider personal development. They ensure that pupils benefit from a range of enrichment opportunities.

These activities successfully develop pupils' interest and talents.

Pupils develop a secure understanding of what is right and wrong. They learn about difficult issues, such as the impact of knife crime.

Pupils also learn about the importance of healthy relationships, including friendships. Pupils are well prepared for the next stage in their education.

Governors know the school and its community well.

They fulfil their statutory duties and offer appropriate support and challenge to leaders. Staff are proud to work at the school and share leaders' ambition for all pupils. The staff with whom inspectors spoke said that leaders are considerate of their workload.

Typically, staff said that they feel like part of a family. This feeling is echoed by the parents and carers who shared their views. They would recommend this school to others.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors make safeguarding a high priority. There is a strong, shared understanding of safeguarding across the school.

Staff know pupils and their families very well. They are swift to identify any pupils who may be at risk of harm. Leaders respond to these concerns in a timely manner.

Leaders work closely with external agencies.

Pupils learn how to keep themselves safe in a range of ways, including when working or playing online. They know what to do, and who to talk with, if they do not feel safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In one or two subjects, leaders have not identified the essential knowledge that pupils must learn. In these subjects, some pupils do not develop a deep body of subject knowledge. Leaders must finalise their curriculum thinking across all subjects.

• Leaders have not finalised their curriculum thinking in the Nursery Year. This means that some children do not build their vocabulary and language knowledge as well as they could. Leaders should continue to refine the Nursery Year curriculum to ensure that children have ample opportunities to develop their spoken language.

• In some subjects, teachers do not address pupils' misconceptions promptly enough. This means that some pupils have misunderstandings in their learning. Leaders must ensure that pupils' misconceptions are addressed to prevent these pupils from developing gaps in their knowledge.

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