St Joseph's Catholic Primary School, Banbury

Inspection of St Joseph’s Catholic Primary School, Banbury Fiennes Road, Banbury, Oxfordshire OX16 0ET

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement

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The headteacher of this school is Clare Smith. This school is part of The Pope Francis Multi Academy Company, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO) Fraser Long, and overseen by a board of trustees, chaired by Paul Concannon. 7 and 8 May 2025

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What is it like to attend this school?

Pupils are proud to attend this happy school where they are cared for and known as individuals by staff. They feel safe and know that if they are worried about anything, there is a member of staff who will listen to them. Most pupils agree that ‘this is a kind school where everyone is friendly’.

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What is it like to attend this school?

The school has high expectations for pupils’ education and provides them with a well-constructed curriculum. Although key stage 2 published outcomes in 2024 were not as strong as those achieved by pupils nationally, current pupils are progressing through the curriculum successfully. Pupils behave sensibly in lessons. Where any pupils need help, staff take prompt action to support them to access learning in a bespoke provision.

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What is it like to attend this school?

Pupils respect people from different cultures and backgrounds. They view diversity and tolerance as strengths of the school. Opportunities to celebrate people’s differences, such as ‘Citizens of the World’ week, contribute to pupils understanding of the community they live in.

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What is it like to attend this school?

The school provides many enriching and exciting experiences which enhance pupils’ learning. Pupils visit local landmarks and meet with visitors to the school. Pupils benefit from after-school clubs such as dance, rugby and languages. Pupils look forward to being ‘story seekers’ who help younger pupils develop their reading skills.

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

Reading is a top priority. In Nursery, children learn rhymes and listen to stories. As soon as they start Reception, children access the school’s chosen phonics programme. Staff teach phonics effectively. They make sure that pupils segment and blend sounds to read words with accuracy. Pupils read books which match the sounds they know. Staff check pupils’ learning in phonics carefully. Any pupils who struggle receive extra help to allow them to catch up quickly.

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

The school’s curriculum is broad and ambitious. Overall, it sets out the knowledge and skills pupils should learn. However, in a few subjects, the important knowledge that pupils should learn has not been clearly identified. Where this is the case, some pupils struggle to recall key knowledge which in turn leads to gaps in their understanding.

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

Staff teach the curriculum well. They provide activities which help pupils make links to their learning. Typically, pupils compare and contrast the knowledge they learn. For instance, in history, pupils explore cause and consequence of the Viking invasion of Britain and talk about changes made after the fire of London as well as the legacy left from the Romans. Pupils with special educational needs and/or disabilities (SEND) are identified quickly. Staff use information to support all pupils including those with SEND. Overall, this supports pupils to access learning alongside their peers.

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

Children in the early years get off to a strong start. Tasks are designed to ignite children’s interests while building their vocabulary. For example, children love performing in the 7 and 8 May 2025

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puppet show area and can talk clearly about going to the theatre. They use the vocabulary they have been taught well. Adults ensure there are many opportunities to count and to write in the provision. Children are well prepared for their learning in key stage 1.

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Pupils behave well in classrooms and around school. They engage positively in lessons. Some children with more complex behaviour needs are supported with clear strategies and resources. The school provides a range of emotional support for pupils who sometimes struggle in the classroom. This well-considered approach means that the number of behaviour incidents is reducing. Attendance is high and is monitored carefully. The school takes effective action to help pupils and their families.

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The school works well to develop pupils’ strength of character. It provides many opportunities for pupils to lead through their ‘mission leaders’. They play an active role in supporting school policies and assemblies. Pupils revel in gaining recognition from certificates given in assemblies and receiving the coveted ‘golden plimsol’ for the neatest classroom. The school supports pupils to develop into well-rounded individuals who are equipped for life in modern Britain. They take part in community events such as supporting local food charities and the participating in the ‘Lent Walk.’ Pupils have a strong understanding of keeping healthy and safe, especially when online. The school’s value of ‘every child known by name’ teaches pupils that they are unique and that it is okay to be different. This supports pupils to understand the importance of being respectful to everyone.

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Leaders are mindful of staff workload and well-being. Staff appreciate the effective training they receive. Governors and the trust know the school well and are proud of the friendly, inclusive culture. They provide an appropriate balance of challenge and support leaders. Parents are generally very positive about the school and praise the nurturing community that it provides.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few foundation subjects, the important knowledge that pupils should learn has not been clearly identified. In these instances, teaching does not focus as sharply on supporting pupils to achieve the intended curriculum goals. As a result, some pupils struggle to recall important knowledge which they need to know well. The school should make sure that the curriculum in all subjects is well sequenced, and that staff check and help pupils embed the important knowledge they need to secure. 7 and 8 May 2025

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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.

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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). 7 and 8 May 2025

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School details

Website www.st-josephs-banbury.oxon.sch.uk

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School details

Dates of previous inspection 24 and 25 January 2023, under section 5 of the Education Act 2005

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Information about this school

 St Joseph’s Catholic Primary School, Banbury converted to become an academy on 1 September 2014.  The school is part of The Pope Francis Multi Academy Company.  Its last section 48 inspection to evaluate the distinctiveness and effectiveness of St Joseph’s Catholic Primary School, Banbury as a Catholic school to place on 18 and 19 May 2022. The next inspection is due by May 2027.  The school runs its own breakfast club.  The school currently does not use any alternative provision.

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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 7 and 8 May 2025

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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.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspectors met with the headteacher, deputy headteacher, and other senior staff including the school business manager and the special educational needs coordinator.  The inspectors carried out deep dives in early reading, mathematics, history and art. 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. They also considered a range of evidence from writing books.  The inspectors met with representatives of the local governing board and trust.

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 An inspector met with the chief executive officer and the primary lead for school improvement.  The inspectors spoke with groups of pupils and observed behaviour at lunchtime.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record, took into account 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 inspectors took account of a range of other information, including the school’s own self-evaluation, the school development plan, school policies and minutes from the trust and governing board. The inspectors took account of the views expressed through Ofsted’s online survey, Ofsted Parent View. They also took into account consideration of the online Ofsted pupil and staff surveys.

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Inspection team

Simon Woodbridge, lead inspector His Majesty’s Inspector

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Inspection team

Nic Browne Ofsted Inspector 7 and 8 May 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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