St Joseph's Catholic Primary School

Inspection of St Joseph’s Catholic Primary School Cadogan Street, London SW3 2QT

p.1

Inspection dates: 30 April and 1 May 2024

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding

p.1

Overall effectiveness Outstanding

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

Overall effectiveness Outstanding

The headteacher of this school is Karen Wyatt . This school is part of the Saint John Southworth Catholic Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Stubbings, and overseen by a board of trustees, chaired by Andrew Ndoca. 30 April and 1 May 2024

p.1

What is it like to attend this school?

The school has exceptionally high expectations for its pupils and what they can achieve. Pupils develop knowledge, confidence and character through the school’s academic curriculum and rich wider experiences. Pupils, staff, parents and carers are overwhelmingly positive about the school.

p.2

What is it like to attend this school?

Leaders at all levels are knowledgeable and committed. They are effective in realising their plans to improve the school further. As a result, all pupils, including those with special educational needs and/or disabilities (SEND) excel in their learning. This is reflected in published outcomes in national assessment tests and the work pupils produce, which is of a high quality across all subjects.

p.2

What is it like to attend this school?

Pupils learn about the importance of community. They are kind, respectful and generous to others. From the early years, children take care to include others in their play and work together effectively. Pupils routinely reflect on how they can help others.

p.2

What is it like to attend this school?

After-school clubs such as cricket, chess, drama and coding are popular. Pupils participate widely in the school’s orchestra, choirs, and art projects. Pupils perform regularly, including at distinguished venues. Pupils learn to play instruments including piano, drums, flute and cello.

p.2

better?

From the early years, children are supported to become confident, capable communicators. Adults model language clearly and effectively across the curriculum. They ensure that pupils hear new vocabulary, understand its meaning and use it precisely in their own discussions and written work. This prepares pupils exceptionally well for the next stage of their education.

p.2

better?

Reading is central to the curriculum. Stories, rhymes and songs bring texts to life in the early years. Children remember them well. Older pupils have a love of reading and appreciate a rich variety of texts. Leaders provide ongoing training which ensures that staff have strong expertise in phonics. Teachers and support staff model the sounds that pupils need to hear clearly and precisely. They check pupils’ understanding methodically, quickly correcting any errors so that all pupils keep up. At the first signs that a pupil needs extra help with their reading, leaders provide routine, focused support which quickly closes gaps in their knowledge and supports them to catch up quickly. Pupils become confident, fluent and perceptive readers.

p.2

better?

The school ensures that pupils benefit from a broad and ambitious curriculum. Leaders have organised the order in which knowledge is learned to enable pupils to understand increasingly complex ideas. In the early years, children gain secure and detailed foundations for future learning. For example, children used their mathematical knowledge of non-standard units to reason why fewer large feet would be needed compared with smaller feet to measure the same wooden beam. 30 April and 1 May 2024

p.2

3

By Year 6, pupils use mathematical concepts confidently to solve a range of problems. In music, children learn to recognise a simple beat with their bodies in the early years, then to count the ‘heartbeat’ of reggae music in Year 1. This prepares them to listen to, read and play the complex rhythm of a tango in Year 4.

p.3

3

Leaders provide extensive, carefully focused training to develop the expertise of all staff. Teachers select activities and work judiciously to support pupils in learning the curriculum. No time is wasted. Teachers and support staff check pupils’ understanding continually. They correct misconceptions promptly and take every opportunity to extend pupils’ thinking. Pupils with SEND receive all the help they need to thrive within the school. Leaders work with staff, parents and pupils to devise detailed plans. Staff make thoughtful adaptations to help them learn the curriculum and include them fully in school life.

p.3

3

Pupils’ behaviour is exemplary. They are highly motivated to learn. Teachers and other staff members provide kind, encouraging support. Pupils follow clear routines, with little need to be prompted. Children learn to pay close attention when adults speak to them from the early years onwards. They select learning in an orderly way and with purpose. All this contributes to a highly productive environment where little learning time is lost.

p.3

3

The school encourages and supports pupils to attend very regularly. It addresses any barriers to regular attendance swiftly and effectively. Pupils rarely miss a day of school.

p.3

3

The school provides a thoughtful, well-planned personal development programme that is rooted in the values of the school. Pupils learn about the importance of treating others with dignity. They discuss and debate readily, respectful of differences in people’s views, beliefs, backgrounds and ways of life. They are taught the importance of tolerance and democracy, and how to stay safe, including online.

p.3

3

Leaders ensure that all pupils take up some responsibility in their time at the school. Pupils take up roles as peer mediators and in the environment team, for instance. They lead assemblies, grow food and improve the play equipment in the playground.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 30 April and 1 May 2024

p.3

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 30 April and 1 May 2024

p.4

School details

Dates of previous inspection Not previously inspected

p.5

Information about this school

 This is a Roman Catholic school in the Archdiocese of Westminster.  The school opened in September 2021 as part of The Saint John Southworth Catholic Academy Trust. The predecessor school, of the same name, closed on 31 August 2021.  The school has not yet received a section 48 inspection. The predecessor school’s most recent section 48 inspection for schools of a religious character was carried out in October 2017.  The school does not make use of any 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

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 30 April and 1 May 2024

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history, and music.  For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at curriculum information in some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors held meetings with the headteachers and other leaders, including

p.6

6

leaders who work within the trust. Inspectors also met with leaders with responsibility for early years, SEND, behaviour and attendance and pupils’ personal development.  Inspectors met with representatives from the local governing body and board of trustees.  Inspectors considered responses to Ofsted’s online surveys for parents, staff and pupils.

p.6

Inspection team

Rebecca Iles-Smith, lead inspector His Majesty’s Inspector

p.6

Inspection team

Jacquie Fairhurst Ofsted Inspector 30 April and 1 May 2024

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