St Joseph the Worker Catholic Primary School

Inspection of St Joseph the Worker Catholic Primary School Bewley Drive, Southdene, Kirkby, Liverpool, Merseyside L32 9PF

p.1

Inspection dates: 13 and 14 December 2022

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 13 and 14 December 2022

p.1

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.

p.2

What is it like to attend this school?

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.

p.2

What is it like to attend this school?

Pupils benefit from a wide range of after-school activities, such as dance, football, choir and art club. Older pupils said that they are proud to represent their school, for example in productions and sporting events.

p.2

What is it like to attend this school?

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.

p.2

What is it like to attend this school?

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.

p.2

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.

p.2

better?

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.

p.2

better?

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.

p.2

better?

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.

p.2

better?

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 13 and 14 December 2022

p.2

3

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.

p.3

3

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.

p.3

3

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.

p.3

3

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.

p.3

3

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.

p.3

3

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.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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.

p.3

Safeguarding

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. 13 and 14 December 2022

p.3

(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.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 13 and 14 December 2022

p.4

School details

Local authority Knowsley Metropolitan Borough Council

p.5

School details

Inspection number 10226285 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 21 February 2017, under section 8 of the Education Act 2005

p.5

Information about this school

 This is a Catholic primary school. The most recent section 48 inspection was in November 2018. It is part of the Archdiocese of Liverpool.  Leaders do not make use of alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection that the school received since the COVID-19 began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors spoke with the headteacher, other school leaders and members of staff.  An inspector spoke with representatives of the governing body, including the chair of governors.  An inspector met with a representative of the local authority. 13 and 14 December 2022

p.5

6

 Inspectors checked the arrangements for keeping pupils safe. They looked at a range of documentation and spoke to leaders and staff. Inspectors also spoke to pupils about whether they feel safe in school.  Inspectors carried out deep dives in early reading, mathematics and science. For each deep dive, inspectors discussed the curriculum with subject leaders, visited lessons, looked at samples of pupils’ work, held discussions with teachers and talked with pupils. An inspector observed pupils reading to a familiar adult. An inspector also spoke with leaders and pupils about the curriculum in a number of other subjects.  Inspectors observed pupils’ behaviour in lessons and at social times. They spoke with groups of pupils about their experiences at school. Inspectors also considered the views of pupils shared through Ofsted’s online survey for pupils.  Inspectors spoke with staff about their workload and well-being. Inspectors also

p.6

6

considered the views of staff shared through Ofsted’s online survey for staff.  Inspectors spoke with parents as they dropped their children off at school. They considered the responses to Ofsted Parent View, Ofsted’s online survey. This included the free-text responses.

p.6

Inspection team

Kelly Butler, lead inspector His Majesty’s Inspector

p.6

Inspection team

Andy Hunt Ofsted Inspector 13 and 14 December 2022

p.6

7

regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7