St Joseph's RC Primary School

St Joseph's RC Primary School

Address: St Joseph's Drive, Ordsall, Salford, Greater Manchester, M5 3JP Unique reference number (URN): 105965

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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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Early years Expected standard

Leaders have established clear transition processes when children join the school. These enable staff to quickly build an understanding of children's needs. Children develop positive relationships with staff and with each other, they are keen to show support and care for their friends. Their personal needs are met well by staff.

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Early years Expected standard

Leaders have designed an engaging and rich curriculum that builds on children’s knowledge and skills over time. Leaders ensure that the curriculum considers the important skills children will need to be ready for Year 1. For example, staff focus on promoting children’s language skills. They support them to develop their independence and understanding of the world. Children make positive progress from their starting points and, typically, achieve well. This includes children with special educational needs and/or disabilities.

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Early years Expected standard

Staff generally deliver the curriculum well through their interactions with children. They model new vocabulary to children and ask pertinent questions to check their understanding. For example, during water play, staff encourage nursery-age children to use words such as ‘empty’ and ‘full’. Outside, staff engage children in games to develop their counting skills. Children get off to a great start with their learning of early reading and writing skills. Staff are skilled at teaching children phonics. Children in the Reception class demonstrate confidence in using their knowledge of this to write sentences. Leaders have established processes to identify, and provide effective support, to children who struggle with this.

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Inclusion Expected standard

Leaders are proactive at engaging with specialist professionals, including in the local authority, to ensure that pupils’ needs are identified and met. Leaders ensure that staff have the skills they need to provide effective, targeted support to pupils. This support includes delivering programmes that focus on helping pupils overcome the specific difficulties they face in their learning or wellbeing. In lessons, staff make appropriate adaptations to the curriculum. Typically these enable pupils with barriers to learning to access the curriculum. Leaders carefully check that the support they are providing to pupils is having the impact they intend.

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Inclusion Expected standard

Leaders and staff have a detailed understanding of the pastoral needs of pupils, including those who are experiencing, or have experienced, challenges in their lives. They identify these early and work in collaboration with pupils’ families to consider the most appropriate ways of helping them. This has a positive impact on pupils' wellbeing. Leaders ensure that additional funding that the school receives is used in the best interests of the pupils it is intended to help. For example, leaders use funding to promote pupils’ talents and interests and to broaden their experiences. They also use it to provide specific support to disadvantaged pupils to enable them to close any important gaps in their learning and development.

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Achievement Needs attention

Pupils do not achieve as well as they could in key stage 1 and 2. This is reflected in pupils’ achievement in national tests at the end of key stage 2. While leaders have made changes to the curriculum to address this, it is too early to see the long-term impact of this on pupils’ achievement.

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Achievement Needs attention

Some pupils attain well and make positive progress from their starting points, particularly in phonics and reading. This includes pupils with special educational needs and/or disabilities and those who join the school at later points. However, there is variability in how well pupils learn across the curriculum. For example, pupils do not consistently apply what they have been taught in spellings and handwriting. While pupils recall recent learning, they struggle to remember what they have been taught in the longer term. The quality of work in pupils' books in some subjects is variable and, for many pupils, does not show that they have secured the knowledge they need for their next steps in education.

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Attendance and behaviour Needs attention

Leaders communicate their expectations of attendance and punctuality clearly to parents and carers, starting in the early years. Leaders have developed robust processes which enable them to swiftly identify any increase in pupils’ absences or lateness. They take prompt and effective actions to improve attendance of individuals. This includes providing both support and challenge to families to address barriers to pupils attending school. As a result, attendance rates are consistently in line with national averages, including for disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Needs attention

While there is a calm atmosphere in lessons, there are inconsistencies in pupils’ behaviour that impact their learning and affect their interactions with others. Leaders are in the early stages of making changes to how they support pupils to manage their behaviour. These changes are not yet embedded. Staff and pupils are not always clear about expectations of pupils' behaviour so, at times, pupils struggle to follow the rules. In lessons, pupils lose concentration which affects their engagement in learning. However, leaders provide effective support to pupils who have specific difficulties in managing their emotions. This has a positive impact on helping these pupils to build their resilience and coping strategies. Bullying and discrimination of any form are not tolerated. Leaders take quick action to deal with any such incidents that occur.

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Curriculum and teaching Needs attention

There is variability in the quality of teaching across different subjects. This hinders how well pupils learn the intended curriculum. Leaders are aware of this, and have started to address it, however these developments are in their infancy.

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Curriculum and teaching Needs attention

Leaders have designed a broad curriculum that typically matches the ambition of the national curriculum, In the main, leaders have set out the key knowledge that they intend pupils to learn at each stage. Leaders support staff to develop their expertise in delivering the curriculum. However, in some subjects, pupils’ complete activities that are not well matched to the knowledge that leaders intend them to learn. This sometimes hinders pupils from building on their learning. Leaders systematically monitor how well pupils are learning over time. However, there is inconsistency in how effectively staff check that pupils have secured the knowledge they need within lessons. This means that pupils’ misconceptions are not addressed as swiftly as they could be.

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Curriculum and teaching Needs attention

Staff deliver the school’s phonics programme well. They provide effective support to pupils who find reading difficult. Pupils’ who are at an early stage of learning English as an additional language are supported well by staff. They quickly gain confidence in conversing in English. Pupils with special educational needs and/or disabilities, and those who face other barriers to their learning, are given resources and adult support to help them access the curriculum successfully.

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Leadership and governance Needs attention

Leaders’ aspirations to provide all pupils with high quality provision are not realised. They are taking appropriate action to improve standards across teaching, achievement, personal development and behaviour. However, many of these actions are in their infancy. For example, leaders have developed new behaviour systems but these are not fully implemented. Leaders have made changes to the deployment of staff and provided professional development for subject leaders, to support improvements in the curriculum and standards. There are early signs that this is having a positive impact, but inconsistencies remain. There is variability in the precision of leaders’ oversight of the impact of these actions, which is necessary to ensure that improvements are secured quickly.

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Leadership and governance Needs attention

Leaders and governors are clear about their shared vision for the school. They hold this vision at the centre of decisions that they make, so that the best interests of pupils are prioritised. Leaders and staff work in partnership with parents to enable them to understand and to meet the needs of pupils.

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Leadership and governance Needs attention

Governors fulfil their responsibilities. They understand the local context of the school and are clear about the school’s priorities. They provide support to leaders and to staff. Governors carry out activities to assure themselves of the impact of the school’s work and provide appropriate challenge to leaders.

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Leadership and governance Needs attention

Leaders are committed to supporting staff in their professional development. They provide staff with training and opportunities to observe the practice of others. Leaders, including governors, consider staff workload and wellbeing. Staff feel supported and valued.

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Personal development and wellbeing Needs attention

Pupils' learning across the personal, social and health (PSHE) education curriculum does not develop securely. Leaders have not clearly identified how this learning will build over time. This means that pupils learn new content in isolation and struggle to remember what they have learned. For example, while pupils demonstrate a developing knowledge of how to maintain their physical health, they are less clear in their understanding of mental health. Pupils have opportunities to live out British values, for example, through applying and voting for leadership roles. However, they do not have a secure understanding of what British values are, or their importance and relevance in pupils’ lives. This hinders pupils from being fully prepared for life beyond school.

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Personal development and wellbeing Needs attention

Pupils learn about positive and respectful relationships. They have an age-appropriate understanding of how to keep themselves safe online. This includes the risks of sharing photos and recognising that some information online may not be accurate. Pupils have a developing understanding of the things that make people unique. They understand the impact that discrimination has on people, and are clear that everyone is welcome at their school.

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Personal development and wellbeing Needs attention

Pupils have many opportunities to broaden their experiences and to develop their interests beyond the academic curriculum. For example, pupils perform in the choir in front of large audiences in a theatre. They visit beaches and work alongside artists. Pupils also develop their confidence, as well as their social and cultural awareness, through the many visits they take part in. Leaders make adaptations to ensure that all pupils can participate in these events. They carefully consider any barriers to pupils' participation, and take action to reduce these. Through the school’s wide ranging pastoral support, pupils are supported to understand their emotions and to develop their resilience.

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

Pupils enjoy attending school. They value the friendships they build here. Pupils cherish the opportunities they have to broaden their experiences. For example, pupils visit museums, theatres and learn to ride a bike. They particularly enjoy the outdoor adventures they take part in during their residential stay in Wales. These include hiking and visiting caves. Leaders make adaptations to ensure that all pupils have access to these experiences. Pupils show care and support for each other. For instance, children in the early years offer a welcoming hug to their friends as they arrive at school. Older pupils enjoy taking on leadership roles, such as ‘head boy’ and ‘head girl’. They learn to live out the school’s Catholic values as ‘mini Vinnies’. Through these roles, pupils support each other and make a positive difference to the school and wider community. Pupils feel safe at school and trust that staff will help them. Instances of discrimination or bullying are dealt with effectively by

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

While pupils learn a broad range of subjects, the quality of the curriculum delivery is inconsistent, including within the school's programme for personal development. This leads to pupils' achievement being variable. It sometimes hinders them from being well prepared for the next stage of their education. This is reflected in pupils' outcomes in end of key stage 2 national tests, which are lower than average over time. That said, pupils who join the school at later points, and those with special educational needs and/or disabilities, are supported well to address gaps in their learning. They progress well from their starting points, particularly in their reading and language skills. Pupils who face emotional challenges in their lives receive a wealth of targeted pastoral support to help them. Pupils' attendance is broadly in line with national average. They are happy at school and generally enjoy their lessons. However, at times, pupils struggle to maintain focus and

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

become distracted. This means they miss some important learning in lessons.

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Next steps

Leaders should ensure that the delivery of the curriculum enables pupils to securely learn the intended knowledge, so that they achieve well and are fully prepared for the next stage of their education. Leaders should embed recent changes to behaviour systems, to ensure that there are consistent expectations of behaviour that are implemented by staff and understood and followed by pupils. Leaders should ensure that they have a precise picture of the quality of teaching, so that their actions can focus sharply on securing swift improvements to the delivery of the curriculum. Leaders should ensure that the personal development programme enables pupils to develop the knowledge they need to be well prepared for life beyond school, including developing their understanding of British values.

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About this inspection

The chair of the board of governors in this school is Paula Howe.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, staff, governors, and representatives of the local authority and the diocese during the inspection. Inspectors also spoke with parents and carers and pupils. Inspectors considered the views of parents and carers to Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted's online staff questionnaire.

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About this inspection

The inspectors confirmed the following information about the school: This school is registered as having a Catholic religious character. It is in the Diocese of Salford. Its last section 48 inspection was in May 2024.

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About this inspection

The school currently does not use any alternative provision.

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Team inspectors:

Rachel Pars, Ofsted Inspector Jo Costello, His Majesty's 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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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 78% 74% 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

2024/25 (final) 67% 72% Close to average

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average

2023/24 (final) 67% 72% 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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average

2023/24 (final) 74% 73% Close to average

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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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national average

2023/24 (final) 40% 46% Close to average

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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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average

2024/25 (final) 53% 63% Close to average

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average

2023/24 (final) 67% 62% Close to average

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average

2022/23 (final) 55% 60% Close to average

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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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average

2024/25 (final) 60% 59% Close to average

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average

2023/24 (final) 60% 58% Close to average

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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

2023/24 (final) 60% 59% Close to average

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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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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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national average

2024/25 (3 term) 5.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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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.

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Urgent improvement

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

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