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About St Joseph’s Catholic Primary School, Brindle
St Joseph's Catholic Primary School, Brindle has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils thoroughly enjoy attending their 'small and mighty school', where they learn together. They benefit from a culture where they learn how to stay safe in a variety of ways and feel safe.
The school has high expectations for all pupils.
Pupils are eager to learn. They are proud to share what they know and how they make links with their prior learning. Pupils with special educational needs and/or disabilities (SEND) receive the support that they need to be confident and successful alongside their ...peers.
Pupils achieve well.
Pupils behave exceptionally well around the school and in lessons. They are kind and well mannered.
Children in the Reception Year quickly learn the routines and acceptable behaviours. This helps them to settle well into the school.
The school places significant importance on pupils' wider development.
Through a variety of enrichment opportunities, pupils aim to make changes for a better world. Pupils value helping adults with learning difficulties manage their local allotments. They enjoy developing their leadership skills as members of the eco- and school council and other ambassador roles.
As a result, pupils are well prepared for life outside of school.
What does the school do well and what does it need to do better?
The school has a coherent and ambitious curriculum in place. It has clearly identified the knowledge and skills that it wants pupils to learn across subjects from the early years to Year 6.
The vast majority of pupils achieve well as a result.From the moment children enter the Reception Year, there is a sharp focus on ensuring that they listen and communicate well, using an increasingly wide vocabulary. Throughout the school, staff model the language that they wish pupils to develop and use.
The school has prioritised early reading and mathematics, enabling the vast majority of pupils to get off to a strong start. Pupils, including children in the Reception Year, are well supported to learn to read. Staff deliver the phonics programme well and most pupils read fluently by the end of Year 2.
Those pupils who find reading more difficult, including pupils with SEND, receive the support they need to catch up. Pupils have access to a diverse range of high-quality texts. Older pupils talk enthusiastically about the books and plays that they have read.
Staff have accessed a wide range of training. The school makes sure that teachers know how to deliver subject curriculums effectively. Teachers are adept at checking what pupils have learned.
Teachers use this information effectively to address any misconceptions quickly. This helps pupils to build well on what they already know. However, some disadvantaged pupils struggle to develop their knowledge and skills, particularly in early reading and mathematics.
This means they are not able to keep up with their peers.
The school has sought specialist support to develop its approach to identifying the specific needs of pupils with SEND at the earliest opportunity. The school accurately identifies how pupils' barriers to learning can be overcome.
When pupils need something more specific, this is provided without delay. Staff successfully adapt the delivery of the curriculum to meet the needs of these pupils. For example, staff modify texts to ensure those at the earliest stages of reading can use their phonics knowledge to read this information.
Behaviour in lessons and at less-structured times is very positive. Pupils move around the school in a sensible and orderly way. At playtimes, pupils access a range of equipment to support positive and collaborative activity.
Year 6 pupils are true role models as they show their Reception 'buddies' how to play at breaktimes. Pupils work hard to live out their school values and understand the need for such values in society.
Pupils enjoy attending school.
The school rigorously tracks pupils' attendance. When an individual's attendance falls below the accepted level, the school works with families to provide the right support to bring about improvement. As a result, attendance rates are high.
The school's work on personal development is prioritised. It supports pupils' broader development. Pupils understand and celebrate the differences between people.
They believe people with different characteristics deserve to be treated with respect and compassion. They develop their knowledge and understanding of diversity through the curriculum. Pupils also focus on significant people from the past and present and the positive impact they have had on their daily lives.
The experienced governing body provides valuable support and challenge to the school. Governors understand their statutory duties well. The school's approach to improving the quality of education takes into account staff's workload and well-being.
This means that staff feel valued and supported in their roles. The majority of parents and carers hold the school in high regard.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, the needs of disadvantaged pupils are not fully met. As a result, these pupils do not learn as effectively as they could. The school should ensure that timely support is in place, so that disadvantaged pupils achieve as well as their peers in all subjects.
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 October 2015.
