St Joseph's Catholic Primary School, a Voluntary Academy

Inspection of St Joseph's Catholic Primary School, a Voluntary Academy Marlborough Road, Sale, Cheshire M33 3AF

p.1

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

p.1

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

p.1

The headteacher of this school is Damian Arthur. This school is part of Corpus Christi 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), Sacha Humphries, and overseen by a board of trustees, chaired by Nick Johnson.

p.1

Ofsted has not previously inspected St Joseph’s Catholic Primary School, a Voluntary Academy, under section 5 of the Education Act 2005. However, Ofsted previously judged St Joseph’s Catholic Primary School to be outstanding for overall effectiveness, before it opened as St Joseph’s Catholic Primary School, a Voluntary Academy, as a result of conversion to academy status. 7 and 8 May 2025

p.1

What is it like to attend this school?

Pupils and their families receive a warm welcome each morning, setting a positive tone for the day. Pupils enjoy coming to school and feel cared for by staff who know them well. Excited to see what each day brings, pupils thrive in this large school that fosters a nurturing, family atmosphere. Throughout work and play, pupils actively live out the school’s mission statement: ‘Praying together, learning for life, caring for all’.

p.2

What is it like to attend this school?

Pupils are exceptionally polite. Their confidence belies their years. From the early years, pupils are helped to quickly understand the school’s high expectations of them. Routines are established which mean that not a moment of learning time is lost.

p.2

What is it like to attend this school?

Pupils are expected to achieve well, and they do. They leave very well prepared for the challenge of secondary school. Beyond their academic learning, pupils develop high levels of responsibility through leadership roles such as prefects, faith leaders and science ambassadors.

p.2

What is it like to attend this school?

Pupils benefit from an array of extra-curricular opportunities. Music, the arts and sport all play an important part in school life. Clubs such as Irish dancing, Gaelic football and the school band are especially popular. Pupils proudly represent their school in local competitions. Every pupil takes part in at least one sporting event during their time at St Joseph’s.

p.2

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

The school is very ambitious for all pupils. The curriculum supports pupils exceptionally well to build their knowledge and skills. Very careful thought has been given to what is taught and by when. This enables pupils to connect learning deeply over time within and between subjects to understand more complex concepts. For example, Year 3 pupils understand the origins of gospel music, and can relate this to what they learn about Black history. Highly skilled staff check how well pupils are learning. This enables any misconceptions that pupils may have to be identified and addressed. As a result, pupils learn exceptionally well over time.

p.2

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

In the Nursery, children join in with great joy during story time and singing. This sets them up well to learn phonics as soon as they join the Reception Year. Well-trained staff expertly teach the phonics programme. The school’s work on developing early writing has been highly successful. When pupils write, they confidently use the sounds and letters that they have learned. Staff give extra help to pupils who find reading difficult to enable them to catch up swiftly with their peers. By the end of Year 2, almost all pupils read fluently. As pupils move through the school, they can discuss authors and genres that they like with increasing confidence.

p.2

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

Pupils with special educational needs and/or disabilities (SEND) flourish. Their needs are swiftly identified. Staff successfully adapt activities to enable pupils with SEND to receive the same high-quality education as their peers. As a result, pupils with SEND achieve exceptionally well. 7 and 8 May 2025

p.2

3

In lessons, pupils are highly engaged. They listen carefully to their teachers and one another. This starts in the early years where children demonstrate high levels of cooperation. A sense of harmony permeates the school. Pupils have a strong sense of right and wrong. They learn to do the right thing because it is the right thing to do.

p.3

3

The school’s curriculum provides exceptionally well for pupils’ wider personal development. The curriculum has been designed to support pupils in developing their understanding of themes such as mental well-being, physical health and citizenship. Learning is further connected through the many enrichment opportunities. Visits to art galleries, concert halls and the science museum complement a wide range of visiting speakers to school. These fire pupils’ imaginations, deepen their learning and enable them to broaden their aspirations. Pupils are supported to make the local area a better place to live in. For example, they make visits to a residential home and plant bulbs in the local town. The school has a well-established system for pupils to share any worries that they may have. Staff use this to respond promptly to pupils when needed. In addition, pupils make good use of the school’s special garden to sit and reflect.

p.3

3

Pupils’ rates of attendance are high. The school works diligently to ensure that this is the case. The school challenges and supports the small number of families where their child’s attendance is a concern.

p.3

3

Leaders, trustees and local governors foster a culture of high ambition for every pupil. They make thoughtful, research-informed decisions and implement change with care. As a result, staff feel valued and enjoy working at the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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.

p.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

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 7 and 8 May 2025

p.3

4

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). 7 and 8 May 2025

p.4

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 The school joined the Corpus Christi Catholic Academy Trust in September 2023.  The school is part of the Diocese of Shrewsbury and had its last section 48 inspection, for schools with a religious character, in November 2019. The next section 48 inspection is due in the school year 2025 to 2026.  The school makes use of one unregistered alternative provision for a small number of pupils.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 7 and 8 May 2025

p.5

6

 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.  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 carried out deep dives in these subjects: early reading, mathematics, geography, music and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.

p.6

6

 Inspectors also discussed with pupils their learning in some other subjects.  An inspector observed pupils from Year 1 to Year 3 read to a familiar adult.  The inspectors met with the headteacher and other leaders, including those from the trust. An inspector also met with trustees and members of the local governing board, including both chairs.  An inspector met with the CEO of the trust.  An inspector met with representatives of the diocese and of the local authority.  The inspectors observed pupils’ behaviour during lessons and breaktimes. They also spoke with pupils about their views of school life.  The inspectors considered the views of parents and carers. They reviewed the responses to Ofsted Parent View, including the free-text comments.  The inspectors considered the views of staff and pupils who responded to Ofsted’s online surveys.

p.6

Inspection team

Frith Murphy, lead inspector His Majesty's Inspector

p.6

Inspection team

Sue Mills Ofsted Inspector 7 and 8 May 2025

p.6

7

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