Joseph Cash Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Joseph Cash Primary School Owenford Road, Radford, Coventry, West Midlands CV6 3FS

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Inspection dates: 28 and 29 January 2025

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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What is it like to attend this school?

At Joseph Cash, pupils access a superbly ambitious curriculum. They learn a lot and achieve highly, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Pupils flourish in this diverse, inclusive school. They are incredibly well prepared for the next stage of learning.

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What is it like to attend this school?

Pupils are excited to learn and behave in the ‘JC way’. Pupils’ conduct is exemplary. Pupils are motivated, inquisitive learners. Oracy has a high priority. Pupils learn to agree with, build on and challenge others in thoughtful discussions in all areas of the curriculum. Pupils learn to articulate their ideas with impressive maturity and knowledge.

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What is it like to attend this school?

Relationships are built on trust. Staff get to know every child, and their interests and talents, to understand their learning needs. Pupils’ enjoyment of school is reflected in their high attendance. There is a shared focus on creating an environment that promotes curiosity and empathy for each other.

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What is it like to attend this school?

Pupils, parents and carers praise the school highly. They particularly value the way the school cares. Communication between home and school is a real strength of school life.

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

A key feature of Joseph Cash is its ambition. There is a culture of success. Pupils achieve well and contribute to the school community, whatever their starting points or background. 28 and 29 January 2025

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The school prioritises early reading and language skills. Children get off to a rapid start in the early years. Staff provide pupils with the skills they need to master phonics and keep close track of their progress. Older pupils who have gaps in their reading knowledge receive additional support. This helps pupils read with increasing confidence and fluency. The school is a book-rich environment, with a well-stocked library and vibrant reading areas. There are many opportunities to read widely and often. Pupils recommend books to their peers, and they are knowledgeable about a wide range of authors and genres.

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Curriculum leaders have set out the essential knowledge and skills they want pupils to learn. Teachers receive clear guidance on how to teach the curriculum effectively. This means that teachers know what to emphasise when teaching. They regularly revisit and check that pupils remember key knowledge and skills over time. In design and technology, for example, pupils build their knowledge of design. They think about the practical purpose of their planned designs. Pupils develop their skills in using tools to prepare their designs and produce impressive work. Pupils achieve well across the curriculum.

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The school is ambitious for all pupils. Staff use checks on pupils’ learning well to inform any gaps or misconceptions pupils may have. Pupils with SEND are swiftly and accurately identified. Staff supporting pupils with SEND promote skills of independence and confidence.

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Behaviour around the school is incredibly calm and respectful. Pupils show maturity in how they support and build friendships. Pupils earn ‘FAB’ tokens for showing the Joseph Cash values of understanding others, resilience, never giving up, making brave choices and trying new things. The pupils live, share, and promote these school values in their words and actions.

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Beyond lessons, many remarkable aspects of learning are offered to pupils. There is an exceptionally rich range of opportunities for pupils’ wider development. From the very youngest children, they learn to contribute their ideas to discussions and debates in classes and in their family groups. On the playground, the school’s values, ‘being kind, caring and doing things the JC way’, are seen in the wide range of physical and social play. Pupils work cooperatively, playing together to solve problems, helping each other build dens or practising their cycling skills on the bike track. On the playground, pupil play leaders help others to get involved in the play. This sense of belonging permeates school life.

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In addition, there are many enrichment activities and clubs; the take-up is high. School trips to the beach at Weston-Super-Mare and to different museums and galleries, as well as camping experiences and residential trips, broaden the experiences of pupils. This helps build aspiration and is at the heart of the school’s character education.

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The school is highly effective in supporting the well-being of staff. This is done with thought and care. Governors provide insightful challenge. They support the school to offer the best education possible. 28 and 29 January 2025

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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 to be good 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 second ungraded inspection since we judged the school to be good for overall effectiveness in June 2015.

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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. 28 and 29 January 2025

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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). 28 and 29 January 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 26 and 27 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school provides before- and after-school care.  The school uses one registered alternative provision.  The school runs a Nursery class and has provision for children from two years of age.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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 their evaluation of the school.  During the inspection, the inspector met with the headteacher, the deputy headteachers, senior staff and other staff. The inspector spoke with the chair and vice- chair of the governing body and other members of the governing body.  The inspector focused inspection activity on the following groups of subjects: early English and mathematics, design and technology, history and geography. The inspector 28 and 29 January 2025

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visited a sample of lessons for each group of subjects, spoke to pupils about their learning and looked at samples of pupils’ work.  The inspector met with subject leaders from a wider range of subjects.  The inspector observed pupils’ behaviour during lessons, around school and at social times.  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’ interests first.  The inspector took account of the views of parents and carers using the online questionnaire, Ofsted Parent View.  The inspector also considered the opinions expressed in Ofsted’s online pupil and staff surveys.

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Inspection team

Pamela Matty, lead inspector Ofsted Inspector 28 and 29 January 2025

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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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