St Joseph's Catholic Primary School

St Joseph's Catholic Primary School

Address: Cherry Orchard, Lichfield, Staffordshire, WS14 9AN Unique reference number (URN): 124357

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities, achieve very well across year groups and subjects. They build knowledge securely through the curriculum. Published outcomes vary because cohort sizes are small and there is considerable variation in pupils’ starting points and needs between year groups. Consequently, published outcomes do not always reflect individual pupils’ actual achievement.

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Achievement Strong standard

By the end of Year 6, pupils attain highly and are very well prepared for the next stage of their education. Leaders analyse individual pupils’ performance closely and act quickly to address any weaknesses. A focus on prioritising writing has strengthened the teaching of composition and handwriting across classes. The school’s ‘writing rap’ helps pupils understand expectations and how to sit correctly when producing written work. From their differing starting points, pupils become fluent readers. They develop a secure grasp of essential mathematical concepts and master broader and deeper ideas across the curriculum as they move through the school.

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Attendance and behaviour Strong standard

Leaders prioritise daily attendance. They do all they can to ensure pupils do not miss out on learning. Staff know each pupil’s circumstances. They work effectively with families and external agencies to remove any barriers. As a result, attendance remains consistently above national figures for most pupils. Because cohort sizes are small, published attendance figures do not always give a fully accurate picture of daily attendance. Inspection evidence shows that most disadvantaged pupils attend well. The attendance of the few who struggle is improving quickly.

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Attendance and behaviour Strong standard

Highly respectful relationships are at the heart of this school. Staff know pupils well and this helps pupils feel well cared for and secure. The school runs smoothly because leaders set clear behavioural expectations. Pupils know what is expected of them. In lessons, they settle quickly and stay focused. They listen well, try hard and show positive attitudes to learning. Around school, pupils greet adults and each other politely. Pupils enjoy positive playtimes because older ones look out for younger children. Incidents of bullying or unkind behaviour are rare. Adults act quickly and consistently if any problems arise. Tailored support helps pupils manage their emotions well.

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Curriculum and teaching Strong standard

Leaders have designed a knowledge-rich and ambitious curriculum. It is carefully sequenced so that pupils learn new content in sensible steps. Teachers skilfully guide pupils to use the right words for each subject. This helps pupils to talk and write about their learning with confidence. In science, for instance, older pupils explain how increasing the voltage affects the current in a circuit using the correct scientific language.

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Curriculum and teaching Strong standard

Leaders have an accurate understanding of the quality of teaching and the impact of the curriculum on pupils’ learning. They respond swiftly when improvements are needed. Leaders ensure staff benefit from high-quality training and support. As a result, staff know their subjects well. This helps staff to explain new ideas clearly and help pupils to link new knowledge with what they already know. In history and geography, for example, teaching helps pupils learn practical skills, such as researching and reading maps with precision.

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Curriculum and teaching Strong standard

Staff provide pupils, including those with special educational needs and/or disabilities, with well-targeted support. Practical resources such as writing slopes, colour overlays and magnifiers help pupils work independently. Teaching successfully secures firm foundations in reading, writing and mathematics as pupils move through the school. Tailored support helps to close any gaps in learning quickly.

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Early years Strong standard

Staff use daily conversations with parents and carers to build trust and understand each child’s needs. This partnership helps children settle quickly in both pre-school and Reception. Children eagerly and confidently take part in the activities in the classrooms and the outdoor learning environments.

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Early years Strong standard

In pre-school, children benefit from experiences that secure the foundations they need for the Reception Year. By the end of Reception, children have the knowledge and skills they need for Year 1. The curriculum is planned in a clear sequence. This helps children build knowledge securely across all areas of learning. Staff adapt activities well to meet the needs of different children. Those with any gaps in their learning receive targeted support. This helps children across the early years to make the gains they should.

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Early years Strong standard

Staff effectively develop children’s language and communication. They model vocabulary clearly and introduce new words through play and meaningful contexts. Expertly trained staff teach phonics consistently well. Children practise early reading and writing straight after phonics lessons so that new learning sticks. They show a genuine interest in books. For example, a small group chose to explore a pop-up book about the human body. They talked confidently about the different parts as they turned the pages.

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Inclusion Strong standard

Leaders have established a culture, where every pupil is included in all aspects of school life. Parents and carers feel comfortable sharing concerns early. This helps pupils feel valued and supported.

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Inclusion Strong standard

Well-planned training means staff skilfully help pupils experience success. This training helps staff to meet pupils’ learning needs as well as their social, emotional and mental health needs. Staff spot emerging difficulties quickly. They work effectively with leaders and external professionals to plan the right support.

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Inclusion Strong standard

In classrooms, staff adapt planned work and provide pupils with a range of practical equipment. Regular sensory breaks help pupils to settle and remain focused. Pupils with specific needs benefit from individual packs of tailored resources. This means pupils can choose what helps them learn at any point in the day. For the small number of pupils with very complex needs, a carefully designed space helps them learn in a way that suits them. Leaders rigorously check how well extra support is working and make swift changes when pupils need something different.

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Inclusion Strong standard

Disadvantaged pupils do well. Leaders and governors ensure additional funding is used effectively. They robustly check the impact of this funding on pupils’ outcomes, attendance and wellbeing.

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Leadership and governance Strong standard

There is a palpable sense of unity in the way leaders, staff and governors work together. A shared ambition means adults act with collective determination and in pupils’ best interests.

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Leadership and governance Strong standard

The leadership team has an accurate understanding of the school’s strengths and priorities. In strategy meetings, leaders and governors review pupils’ performance. They also use first- hand information from lesson visits and discussions with staff and pupils. This informed view helps them shape improvement work across year groups and subjects.

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Leadership and governance Strong standard

Leaders focus on actions that benefit pupils. Their well-planned approach to improving writing has strengthened teaching across the school. Sharply focused interventions help pupils with gaps in their learning make rapid progress. Positive partnerships with parents and carers support regular attendance.

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Leadership and governance Strong standard

Governors carry out their roles with care and diligence. They provide effective oversight and support for leaders, staff and pupils. Governors ask informed questions about the use and impact of funding and evaluate how spending benefits pupils.

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Leadership and governance Strong standard

Professional learning is well thought out. Staff learn from each other, work with colleagues in other schools and access external training. This ensures consistent teaching. It supports pupils to become confident individuals, who succeed academically and develop emotional strength.

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Leadership and governance Strong standard

Staff describe the school as a family. They value the steps leaders take to support staff workload and wellbeing. This confidence extends to parents and carers, who appreciate the positive culture and the care their children receive.

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Personal development and wellbeing Strong standard

The school’s personal development programme is well designed. It gives pupils the knowledge and confidence they need for the wider world. Pupils treat one another kindly and understand why rules are important. They talk respectfully about different beliefs and cultures because they reflect upon their own experiences and learn from others. Pupils speak openly about discrimination and why it is wrong. Studying the life of Anne Frank, for example, helps pupils understand the harm caused by prejudice. It encourages them to think about how their own choices can make school a fairer place for everyone.

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Personal development and wellbeing Strong standard

Visits from the fire service, the British Transport Police and other members of the community help pupils learn how to stay safe in different situations. Pupils know how to be safe online, on the roads and by the nearby railway. They also develop an age-appropriate understanding of healthy relationships. When pupils face bereavement or other difficult life events, leaders secure the right support for them.

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Personal development and wellbeing Strong standard

Pastoral care is a real strength of the school. Staff know pupils well and notice when someone needs extra help. Personalised programmes, nurture groups and family time sessions give pupils space to talk about worries. When specialist help is needed, leaders act quickly so that pupils feel supported.

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Personal development and wellbeing Strong standard

Pupils enjoy taking on responsibilities. Roles such as house captain help them build confidence and feel part of the school. They are proud of the fundraising they do for charities at home and overseas. Pupils understand the difference these contributions make. Music, sports, clubs and trips give pupils varied experiences and a chance to discover new interests. Pupils with special educational needs and/or disabilities, those who are disadvantaged and those known to social care all benefit from a wide offer. Leaders keep a close eye on who takes part to make sure no one is left out.

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What it's like to be a pupil at this school

Pupils arrive at St Joseph’s knowing they will be welcomed, listened to and included. Familiar routines help them settle quickly. Pupils are enthusiastic learners, who take pride in their efforts. They strive to earn house points or the much-valued pen licence for neat handwriting.

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What it's like to be a pupil at this school

Pupils achieve success across the curriculum and are well prepared for each stage of their learning. By the end of Year 6, attainment is high. As pupils move through the school, they build knowledge securely because ideas link clearly from one year to the next. Pupils read confidently and enjoy discussing plots and characters. Their writing showcases rich vocabulary choices and fluent handwriting. In mathematics, pupils tackle problems with assurance because teaching builds firm foundations. Teachers understand pupils’ individual needs well. They ensure that pupils with special educational needs and/or disabilities are well supported and can take part fully in lessons.

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What it's like to be a pupil at this school

The school is a happy and harmonious community. Pupils look after one another and do their best to meet the high expectations adults set for their conduct. Lessons are calm and purposeful. In the playground, pupils organise games and include others readily. Pupils feel safe and have no concerns about bullying. They know that staff will deal with any concerns. Attendance is high because staff act early and work closely with families.

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What it's like to be a pupil at this school

Through their charity work and food bank collections, pupils contribute positively to the community. Older pupils show responsibility for others by becoming ‘Jumping Jack’ buddies for children in Reception. All pupils have the chance to participate in a broad range of curricular and enrichment opportunities. These include sporting and musical events, visits to local areas and museums, as well as clubs such as art, choir and football. These collective experiences broaden pupils’ horizons and spark their interest in creative and cultural pursuits.

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Team inspectors:

Tess Sharman, His Majesty's Inspector Razia Ali, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

Leaders should continue to refine curriculum design and implementation, extending adaptations so that all pupils, including in the early years, benefit from learning that is transformational.

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About this inspection

The chair of the board of governors in this school is Mrs Martina Rowe.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with the headteacher, deputy headteacher, assistant headteacher and other leaders and staff during the inspection. The lead inspector met with representatives from the governing body. She held a telephone conversation with a representative from the local authority and also a representative from the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Roman Catholic religious character. The schools last section 48 inspection took place in November 2023.

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About this inspection

The school does not use alternative provision.

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About this inspection

Headteacher : Deirdre McLeary This data is from 10 March 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 65% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 77% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2022/23 (final) 74% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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