Saint Joseph's Catholic Primary School, A Catholic Voluntary Academy

Inspection of a school judged outstanding for overall effectiveness before September 2024: Saint Joseph’s Catholic Primary School, A Catholic Voluntary Academy Rosecroft Lane, Loftus, Saltburn-by-the-Sea, North Yorkshire TS13 4PZ

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Outcome

Saint Joseph’s Catholic Primary School, A Catholic Voluntary Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The executive headteacher of this school is Simon Geaves. This school is part of The Nicholas Postgate 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 (CEO), Hugh Hegarty, and overseen by a board of trustees, chaired by Joseph Hughes.

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What is it like to attend this school?

This is a small school with a big heart. It is typically praised by parents and carers, pupils and staff for its ‘family-like’ atmosphere. It is a nurturing environment where pupils feel safe. Pupils enjoy coming to school and attend well. There is a strong sense of community. The genuine care and ambition for pupils shines through the aspirational curriculum and values of the school.

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What is it like to attend this school?

Pupils achieve very well. They meet the school’s high expectations for their learning and behaviour. They have positive attitudes and are enthusiastic learners. Their behaviour is exemplary. Relationships between pupils and staff are positive and respectful. Staff know pupils well. Pupils speak fondly of their teachers. They appreciate that staff are there to help and talk to if they have any difficulties or worries. Staff deal with the rare incidents of poor behaviour effectively.

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What is it like to attend this school?

The school encourages pupils to take an active part in local community activities. They enjoy a wide variety of trips and experiences. They participate in sporting competitions. They learn how to take care of their mental health. Pupils are proud to hold positions of responsibility. These include as members of the school council, librarians and ‘head 5 and 6 November 2024

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starter’ mental health ambassadors. Pupils develop a mature understanding of the importance of looking after others.

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

The school is determined to provide the best education and care for pupils. The curriculum has been revised with this in mind. Pupils build their knowledge and skills in a logical way from the early years to Year 6. There is a consistent high-quality approach to teaching. Teachers have strong subject knowledge. Pupils make connections between their learning across curriculum subjects. For example, they use their mathematical skills to measure and compare the mass of objects during their scientific investigations. This helps to deepen and extend their understanding. Teachers often check pupils’ progress in learning and promptly correct any misconceptions. Pupils practise and apply their knowledge and skills.

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

The school teaches early English and mathematics well. With skilled support from the trust, the school has further strengthened the mathematics curriculum. Pupils achieve exceptionally well in mathematics. The curriculum for writing ensures that pupils learn to write with increasing maturity and sophistication by the time they reach Year 6. There is a strong focus on developing children’s physical skills and readiness for writing from the early years. Pupils become increasingly adept at using and applying subject-specific vocabulary in their writing. Pupils, including those with special educational needs and/or disabilities (SEND), and those who are disadvantaged, learn to write with enthusiasm and flair.

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

Reading takes priority in the school’s curriculum. The joy of reading is celebrated in every classroom. Pupils appreciate the range of high-quality books available to them. Their zest for reading is almost palpable. They relish taking home the class ‘book buddy’ bag to enjoy sharing a book and hot chocolate with their family. Children begin phonics in the early years. Staff teach phonics very well. They provide prompt and focused support to help pupils to keep up, when necessary. Pupils become competent and fluent readers.

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

The school has a well-deserved reputation for the care and support it provides for pupils with SEND. Staff work hard to meet the individual needs of pupils. Teachers tailor teaching to help pupils with SEND to access the curriculum. The school ensures that these pupils take an equal and active part in school life.

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

The quality of care and support for children in the early years is excellent. Leaders have thought carefully about what children, including those in the ‘Little Joey’s’ provision for two-year-olds, need to know and why. Staff listen to children. They support the development of their communication and language skills well. Children practise their early literacy and numeracy skills and eagerly engage in the learning activities on offer.

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

The school prepares pupils for life beyond school extremely well. Pupils learn about potential future career opportunities. They benefit from strong pastoral care. They learn ways to help them to manage their emotions and behaviour. Pupils become articulate, confident individuals. The school’s extensive charity fundraising activities encourage pupils 5 and 6 November 2024

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to understand the importance of helping others. Pupils know about potential risks to their safety and how to keep themselves safe. They take part in enrichment activities that broaden their understanding of the world. These include residential trips to London and Edinburgh.

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Trust leaders and those responsible for governance ensure that all aspects of the school are focused on the best interests of pupils. Leaders are considerate of staff welfare and workload. Staff receive high-quality training and support. They are dedicated to their work. As one member of staff commented, ‘At this school, we don’t just open our doors to pupils, we open our hearts as well.’

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Safeguarding

The arrangements for safeguarding are effective.

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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 outstanding for its overall effectiveness.

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Background

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.

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Background

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in September 2017.

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How can I feed back my views?

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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 5 and 6 November 2024

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Further information

You can search for published performance information about the school.

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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). 5 and 6 November 2024

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School details

Dates of previous inspection 27 and 28 October 2017, under section 5 of the Education Act 2005

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Information about this school

 The executive headteacher Simon Geaves, was appointed in September 2021.  The school offers part-time provision for two-year-old children.  The school does not currently use alternative provision.  The school provides breakfast and before-school care.  The school is a member of the Diocese of Middlesbrough and has a Catholic character.  The school’s most recent section 48 inspection, which is an inspection of the school’s religious character, took place on 27 and 28 February 2024. The section 48 inspection judged this aspect of the school’s provision to be good overall.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 5 and 6 November 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school.  During the inspection, the inspector met with the executive headteacher, the deputy headteacher who is also the special educational needs coordinator, some subject leaders and the school business manager.  The inspector met with the CEO and the assistant CEO of the trust and the chair of the trust board. The inspector also met with the primary standards officer for the trust and five members of the local governing board, including the chair and vice-chair.  The inspector focused inspection activity on the following groups of subjects: early English and mathematics, geography, science, and physical education. For each group of subjects, the inspector spoke with leaders, visited a sample of lessons, spoke with

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pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector 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’ interest first.  The inspector spoke to some parents informally at the start of the school day and met with some pupils and staff.  The inspector considered the responses to Ofsted’s online survey, Ofsted Parent View, and Ofsted’s surveys for pupils and staff.

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Inspection team

Stephanie Innes-Taylor, lead inspector His Majesty’s Inspector 5 and 6 November 2024

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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.

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