St Joseph's Catholic Primary School

Age group 4–11 Inspection date(s) 22–23 May 2012 Inspection number 377894 St Joseph's Catholic Primary School Inspection report

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Unique reference number 109247 Local authority Bristol, City of Inspection number 377894 Inspection dates 22–23 May 2012 Lead inspector David Shears

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 236 Appropriate authority The governing body Chair Shelagh Williams Headteacher Matthew Condon Date of previous school inspection 15–16 October 2008 School address Chatsworth Road Fishponds Bristol BS16 3QR Telephone number 01173 772160 Fax number 01173 772161 Email address st.josephs.p@bristol.gov.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. The inspectors visited 17 lessons taught by nine different teachers, and held meetings with representative members of the governing body, staff and groups of pupils. Inspectors observed the school’s work, and looked at policies, planning documents, assessment data and pupils’ work. They analysed the questionnaires returned by 88 parents and carers.

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Information about the school

St Joseph’s Catholic Primary is an average-sized primary school. The majority of pupils are from White British or other White backgrounds, with the remainder from other cultures, the largest being of Asian origin. The proportion of disabled pupils and those with special educational needs is lower than the national average, as is the proportion supported at school action plus or with a statement of special educational needs. The percentage of pupils who speak English as an additional language is significantly higher than the national average. The proportion of pupils known to be eligible for free school meals is lower than the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. It has gained the Sing Up Platinum award and the Bike It bronze award. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Information about the school

Please turn to the glossary for a description of the grades and inspection terms

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Key findings

 This is a good school. It is not yet outstanding because, although pupils’ achievement has markedly improved since the last inspection, pupils’ progress in mathematics is not as strong as in English.

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Key findings

 Pupils’ attainment on entry is broadly in line with age-related expectations. Attainment has risen steadily so that in 2011 standards reached by pupils in Year 6 were significantly above the national average in English and above the national average in mathematics.

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Key findings

 Teaching is good overall, although stronger in English than in mathematics. In English there is a clear emphasis on reading and writing. These skills are developed further across the curriculum enabling pupils to make good progress in literacy. However, in mathematics more-able pupils are not always sufficiently challenged and those with gaps in their learning are not consistently identified and supported early enough. There are fewer planned opportunities for pupils to practise their mathematical skills in other subjects.

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Key findings

 Behaviour and safety are good. Pupils have good attitudes towards their learning and concentrate well in lessons. They behave well in the playground and feel safe and secure. Attendance has risen since the last inspection and is now above the national average.

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Key findings

 Leadership and management are good. Senior leaders and managers have an accurate picture of the school’s strengths and areas for development. The quality of improvement planning is excellent. The management of teaching, including the management of performance, is good overall. However, while monitoring by both senior and middle managers is developmental, there is not enough focus on learning for different groups of pupils. There are good relationships with parents and carers, most of whom speak highly of the school. However, opportunities are sometimes missed to engage them in helping their children to learn. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Improve achievement in mathematics by:  increasing the proportion of good and outstanding teaching  ensuring that more-able pupils are fully challenged in lessons  ensuring that pupils who struggle with aspects of mathematics are identified earlier and effective strategies are put in place to support them  providing more opportunities for practising mathematical skills across the curriculum.

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What does the school need to do to improve further?

 Improve the effectiveness of leaders and managers by ensuring that:  monitoring consistently focuses on the quality of learning for all groups of pupils  there are more opportunities for parents and carers to engage in their children’s learning.

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Achievement of pupils

Children begin school with skills and knowledge that are similar to those expected for their age, although their communication, language and literacy development is consistently below expectations. They make good progress in the Early Years Foundation Stage so that by the time they enter Year 1, their literacy skills are broadly average because there is a particularly good focus on language development. For example, in one lesson children were engaged in developing positional language when giving directions to each other to negotiate an obstacle course. Since the last inspection pupils have been making increasingly good progress in Years 1 to 6, especially in English, resulting in attainment being significantly above average in 2011. One reason for this success in raising pupils’ achievement is the daily focus on literacy skills throughout the school. For example, during the inspection, small groups of pupils with similar ability in Key Stage 1 were effectively

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Achievement of pupils

practising their skills in building up words and using this knowledge well to improve their reading. Consequently, attainment in reading is above the national average at the end of Year 2 and rose to significantly above average at the end of Year 6 in 2011. Although attainment in mathematics is not as strong, the progress of pupils is improving, albeit at a slower pace.

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Achievement of pupils

Disabled pupils and those who have special educational needs are identified early and supported well so that they make good progress. Similarly, pupils with English as an additional language and most pupils from minority ethnic groups, including Asian pupils, make good progress. The school has identified that the attainment of girls is lower than that of boys and has put in measures to address this. As a result, the progress of girls has been stronger than boys’ this year so that the gap in attainment is closing. This is also true for pupils who are known to be eligible for free school Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Achievement of pupils

The overwhelming majority of parents and carers who responded to the questionnaire felt that their children were making good progress. Inspectors found that while pupils are making good progress overall it is stronger in English than in mathematics.

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Quality of teaching

The quality of teaching has improved since the last inspection and is now good in all key stages, including the Early Years Foundation Stage. A positive ethos ensures good relationships in lessons. Teachers have good subject knowledge which they use well to give clear explanations and enable pupils to make good progress. Interactive whiteboards are used effectively to enhance teaching and careful questioning challenges pupils successfully to extend their thinking skills. Teaching assistants are deployed very effectively in English to support and help pupils with their reading skills, although this support is not as well developed in mathematics. Disabled pupils and those who have special educational needs are supported well and their needs identified accurately, enabling them to make progress in line with their peers. Teachers use accurate assessment information to plan activities that meet the learning needs of pupils, although this is more consistent in literacy. In some

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Quality of teaching

numeracy lessons work is not consistently matching pupils’ needs. For example, in one lesson in Key Stage 2, all pupils were given the same level of work and while it met the needs of average ability pupils and less-able pupils were given support, there was not enough challenge for more-able pupils, limiting the progress they made. Pupils have a good understanding of targets and older pupils assess when they have successfully reached these. Good use of self-assessment in lessons is more widely used by pupils to let the teacher know whether they need further support. Marking is supportive and tells pupils what they need to do to improve, although the opportunity for them to respond is inconsistent.

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Quality of teaching

The curriculum is enriched by many activities, including a good range of extra- curricular activities. For example, during the inspection the choir performed in Bristol as the Olympic torch was being carried through. Good attention is given to pupils’ spiritual, moral, social and cultural development through exploring different cultures, including their religious beliefs and customs. There are good opportunities for pupils to practise their basic skills in writing and information and communication technology, although there are not enough planned opportunities to practise and extend pupils’ mathematical skills in other subjects.

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Quality of teaching

The overwhelming majority of parents and carers who responded to the questionnaire feel that their children are taught well and most pupils agree.

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Behaviour and safety of pupils

Pupils behave well and show positive attitudes towards their learning, making a good contribution to successful lessons. They work well together in a positive Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Behaviour and safety of pupils

environment, supporting each other in their learning. Similarly, in the playground pupils enjoy spending time together. They have a good understanding of different kinds of bullying, including cyber-bullying. While they say that behaviour is typically good they acknowledge that there are occasional problems in the playground. They are confident that adults intervene and resolve any issues and consequently they feel very safe. Pupils know how to keep themselves safe and have a good understanding of issues such as internet safety. The school’s positive ethos is a key strength in encouraging pupils’ spiritual, moral, social and cultural development. This ensures that pupils have a good understanding of right and wrong and successfully learn how to relate well to others, regardless of their background.

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Behaviour and safety of pupils

The very large majority of parents and carers who responded to the questionnaire feel that pupils are safe and behave well.

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Behaviour and safety of pupils

The attendance of pupils has improved from being broadly average at the last inspection to above the national average. The school has effective systems to monitor attendance and follow up any concerns. In particular, decisive action has been taken to reduce the proportion of pupils with persistent absence which has now fallen to below the national average.

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Leadership and management

Senior leaders have a good understanding of the strengths of the school and what needs to be done to make further improvements. Areas of development are articulated well in a highly effective plan which gives clear details of how targets are to be achieved. The plan is regularly annotated to demonstrate how successfully the school is addressing these. Senior and middle leaders monitor the quality of teaching and learning in a variety of ways, for example observing lessons and looking at pupils’ work. They clearly identify areas of strength and any issues, contributing well to performance management. However, monitoring is sometimes focused too much on teaching and not enough on the quality of learning, and as a result areas for development are often focused on what teachers do rather than the progress pupils are making.

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Leadership and management

Regular meetings enable leaders and staff to discuss how well pupils are achieving in each class both as groups and individuals. Any pupils who are identified as at risk of underachieving, regardless of their ability, are given further support to enable them to make accelerated progress. Assessment data are of high quality and an accurate analysis is made of different groups to check whether they are all making good progress. Where any are not, swift action is taken to remedy this. As a result of these actions most pupils now make good progress in their learning. This demonstrates the school’s continuing capacity to improve and its effective promotion of equality and tackling of discrimination. However, pupils with gaps in their mathematical understanding are not always identified early enough, hampering the progress that they make.

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Leadership and management

The curriculum is monitored well for its effectiveness and gives good opportunities Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Leadership and management

for pupils to extend their learning in a variety of ways. Middle leaders in particular are effective in the development of their subjects and have good opportunities for professional development. They are clear about what has been achieved and have correctly identified areas to improve. Senior leaders promote pupils’ spiritual, moral, social and cultural development well. For example in an excellent act of worship, pupils reflected on helping each other to move on after a disappointment.

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Leadership and management

The school has good relationships with parents and carers who speak highly of the school. However, there are missed opportunities for parents and carers to engage more fully with their child’s learning.

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Leadership and management

The governing body is very supportive and has a good knowledge of the school. Governors are increasingly becoming more effective in calling the school to account for the progress of pupils. Good attention is paid to the health and safety of pupils and staff and the school’s safeguarding policies and procedures meet current government requirements.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 54 42 2 2 Primary schools 14 49 32 6 Secondary schools 20 39 34 7 Special schools 33 45 20 3 Pupil referral units 9 55 28 8 All schools 16 47 31 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September to 31 December 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Attendance: the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour: how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Floor standards: the national minimum expectation of attainment and progression measures.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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Common terminology used by inspectors

Safety: how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of St Joseph’s Catholic Primary School, Bristol BS16 3QR

Thank you for the welcome that we received when we visited your school recently. It was lovely to meet you all and find out about your good school.

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Inspection of St Joseph’s Catholic Primary School, Bristol BS16 3QR

You told us, both in person and through your questionnaires, how much you enjoy school because the teachers are kind and you have lots of friends. We are pleased to see that you attend very regularly to make the most of your learning. You also told us that you feel safe and secure in school and your parents and carers agree. It is good to know that the adults in school look after you so well.

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Inspection of St Joseph’s Catholic Primary School, Bristol BS16 3QR

We were very impressed with your good behaviour around the school, both in lessons and in the playground. We enjoyed watching you learning and playing together so well. We know that your school is very proud of you all.

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Inspection of St Joseph’s Catholic Primary School, Bristol BS16 3QR

We are particularly pleased with the progress you are all making in your reading and writing. We have asked your school leaders and teachers to make sure that you all make just as much progress in mathematics, whether you find it easy or difficult. You can help by politely telling your teacher if you need any help or want an extra challenge. We have also asked that you have more opportunities to practise your mathematical skills in other subjects so that you can see how useful they are.

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Inspection of St Joseph’s Catholic Primary School, Bristol BS16 3QR

We have asked your school leaders to check more carefully that you are all learning well in every lesson. Your parents and carers told us that they are very pleased with the school. We have asked the school leaders to encourage them to find out more about your learning so that they can help you too.

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Inspection of St Joseph’s Catholic Primary School, Bristol BS16 3QR

Thank you again for looking after us so well. We wish you all the very best for the future.

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Inspection of St Joseph’s Catholic Primary School, Bristol BS16 3QR

David Shears Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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