St Joseph's Catholic Primary School, a Voluntary Academy

Inspection of a school judged good for overall effectiveness before September 2024: St Joseph's Catholic Primary School, a Voluntary Academy Station Road, St Joseph's Catholic Primary School, Tadcaster, North Yorkshire LS24 9JG

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Outcome

St Joseph's Catholic Primary School, a Voluntary Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Emma Ronicle. This school is part of The Bishop Wheeler 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), Darren Beardsley, and overseen by a board of trustees, chaired by Helen Mills.

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What is it like to attend this school?

Pupils talk positively about their school and are keen to do well. Children in early years quickly and happily settle into routines. Pupils are motivated by the rewards the new behaviour approach offers. This has had a positive impact on behaviour around the school. Pupils are confident that adults address any minor friendship issues. They have trusted adults to share any worries with.

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What is it like to attend this school?

Children in early years secure the knowledge and learning habits they need to be ready for Year 1. Pupils, including those with special educational needs and/or disabilities (SEND), are well supported to access the curriculum. By the end of Year Six, most pupils achieve well in national assessments, which prepares them for secondary school.

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What is it like to attend this school?

Pupils are clear in their understanding of what fundamental British values are and they discuss recent news events with knowledge. They benefit from visitors into school to help make them aware of the wider world. Pupils develop their talents, including in learning gymnastics and attending drama club. They enjoy visiting the local library and taking positions of responsibility in school. ‘Playground Leaders’ have been well trained to lead effective games at play time. 21 January 2025

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

The school has made changes to the curriculum over the last 18 months. This means that subjects now have pupils’ learning carefully mapped out from the early years to Year 6. Staff are clear on exactly what pupils need to know and the order in which they should learn the subject content. There has also been a focus on the use of assessment. Staff use a range of strategies to check pupils’ understanding such as questioning, live marking and pupils showing their responses. This allows staff to check what pupils know. However, there are times when this is not as precise as it could be. Sometimes staff present tasks or move learning on without checking how secure prior knowledge this. This means that some pupils cannot move on with a task as they have not had their prior learning checked.

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

The school quickly identifies pupils’ additional needs. It ensures that any barriers to pupils’ learning are considered so that pupils can access their learning in classrooms alongside their peers. The school supports pupils with social, emotional and mental health needs well. It provides a nurturing space for planned work to support individual needs, for example pupils who need help to better understand friendships and their feelings linked to these.

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

In the early years, children are well cared for. Staff are calm and encouraging. They have identified that children start school requiring additional support with fine and gross motor skills in particular. Therefore, they provide opportunities for children to practise their fine motor skills through activities such as modelling with dough and building finger strength through manipulating different materials. Children learn to play co-operatively, they concentrate well. This is impacting positively on children’s achievement in the early years.

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

The school has made sure that reading is a priority. Children in early years have daily phonics lessons and many other reading activities. This helps to develop their ability to read and supports their love of reading. This approach continues as pupils move into Year 1. Staff know which pupils fall behind in their reading knowledge. They provide effective and impactful additional support. Most pupils can read with increasing fluency and confidence by the end of Year 2.

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

The school tracks how well pupils attend school. It communicates to parents and pupils the importance of coming to school. When needed, the school works with families to provide support and help. As a result, pupils attend school well.

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

Pupils learn how to keep themselves safe in the community and online. They enjoy learning about different people, places and cultures. Pupils understand that everyone should be treated with respect. The school creates opportunities for pupils to gain broader experiences, for example by taking part in residential trips. Pupils know how to look after their mental and physical health.

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

Leaders understand how to manage staff’s welfare and well-being. The vast majority of staff are positive in this regard. Staff feel part of a team and are proud to work at the school. Governors are knowledgeable, and are committed to ensuring education is 21 January 2025

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positive for all. The Trust provides effective support where needed while ensuring that the school keeps its distinctive ethos and values.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Staff do not consistently check pupils’ understanding of key knowledge at times. This means that sometimes pupils are moved on to new learning before the previous knowledge is secure. As a result, some pupils struggle to access this new learning and complete tasks. The school should ensure that staff accurately check what pupils know at different stages of learning to ensure that they are able to progress through the curriculum.

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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 predecessor school, St Joseph’s Catholic Primary School, to be good for overall effectiveness in September 2012.

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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 21 January 2025

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when deciding which schools to inspect, when to inspect them and as part of their inspection.

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

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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). 21 January 2025

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School details

Website http://www.st-josephs-tadcaster.n- yorks.sch.uk Date of previous inspection Not previously inspected

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Information about this school

 The school joined The Bishop Wheeler Catholic Academy Trust in February 2022.  The school is a smaller than average size primary school.  The school has nursery provision for two- and three-year-old children.  The school currently uses no alternative provision.  The school has a breakfast and after school club

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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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 21 January 2025

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 To evaluate the effectiveness of safeguarding, 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 of safeguarding that puts pupils’ interests first.  Inspectors met with the headteacher. The lead inspector also spoke with a representative of the diocese, representatives from the governing body and the CEO of the trust.  The inspectors visited a number of lessons, spoke to pupils about their learning and looked at samples of pupils’ work.  Inspectors reviewed a range of documents, including behaviour logs, attendance records, school development plans and school self-evaluation documents.  Inspectors considered the views of parents through responses to the online survey, Ofsted Parent View. The lead inspector also met with a parent.  Inspectors gathered the views of pupils and staff through Ofsted’s pupil and staff

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surveys, as well as discussions conducted throughout the inspection.

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Inspection team

Jessica McKay, lead inspector His Majesty's Inspector

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Inspection team

Christine Durand Ofsted Inspector 21 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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