St Joseph's Catholic Primary School

St Joseph's Catholic Primary School

Address: Chapel Street, Devonport, Plymouth, Devon, PL1 4DJ Unique reference number (URN): 140764

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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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Personal development and wellbeing Expected standard

Leaders have designed a well-considered personal development programme. They place inclusivity at the heart of their decision-making. Through the school’s values, leaders help pupils develop a strong understanding of right and wrong. Pupils speak positively about the wide range of opportunities available to them, including archery, rowing, curling and competitive sports. Leaders ensure that these experiences enable pupils to try different activities and develop new skills.

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Personal development and wellbeing Expected standard

Leaders create purposeful opportunities for pupils to take on responsibility. Pupils develop their leadership skills as gift chaplains, school councillors and eco warriors. Leaders have established a carefully structured programme of residential visits, which supports pupils to develop confidence and independence.

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Personal development and wellbeing Expected standard

Over time, leaders have enhanced the outdoor environment to promote pupils’ understanding of healthy living. They ensure that pupils learn how to grow their own produce and lead a healthy lifestyle.

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Personal development and wellbeing Expected standard

Leaders have designed a comprehensive personal, social and health education curriculum. Through this, they ensure that pupils understand the local, national and global communities in which they live. Pupils speak confidently about life in modern Britain and recognise that society includes a range of faiths, cultures and beliefs. Leaders ensure that pupils understand the importance of tolerance and respect for others. The relationships and sex education and health education curriculum enables pupils to develop an age-appropriate understanding of relationships. Older pupils understand what constitutes a healthy relationship.

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Personal development and wellbeing Expected standard

Leaders strengthen pupils’ understanding of how to keep safe through assemblies and visits from external speakers. From early years to Year 6, they teach pupils how to stay safe when walking, cycling and near water. As a result, pupils know how to keep themselves safe and understand what to do if they feel unsafe. Leaders also ensure that pupils benefit from effective pastoral support. They have trained many staff to support pupils who may experience trauma or anxiety.

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Achievement Needs attention

Leaders have not secured strong enough outcomes. Over the past 2 years, too few pupils have reached the combined expected standard in national tests in reading, writing and mathematics by the end of Year 6 compared with national figures. This also applies to disadvantaged pupils and those working at greater depth. As a result, leaders have not ensured that all pupils are fully prepared for the next stage of their education. Current pupils do not make consistently strong progress across the curriculum. Variation in the quality of teaching results in uneven achievement. Teachers do not consistently meet the needs of pupils with special educational needs and/or disabilities. Consequently, these pupils do not achieve as well as they could.

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Achievement Needs attention

Leaders’ actions have begun to strengthen outcomes in some areas. Outcomes in the Year 1 phonics screening check now exceed the national average. Similarly, this is the case for the Year 4 multiplication check.

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Attendance and behaviour Needs attention

Over the last 3 years, too many pupils, including those who are persistently absent, have not attended school regularly enough. Attendance remains below the national average. Disadvantaged pupils and those with special educational needs and/or disabilities are particularly affected. As a result, these pupils miss valuable learning. Leaders have taken a range of actions to work with families and improve attendance. While attendance is beginning to improve, leaders have not yet ensured that all pupils attend school regularly.

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Attendance and behaviour Needs attention

Pupils’ behaviour in lessons varies. When staff set high expectations, pupils focus well and respond positively to adults. However, in some classes, a small minority of pupils lose focus, disengage from learning and do not respond promptly to staff. This typically occurs when teaching does not match pupils’ needs closely enough.

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Attendance and behaviour Needs attention

Pupils enjoy social times and play well together. They demonstrate politeness and courtesy towards staff and their peers. Bullying is rare. Pupils say that when it does occur, staff deal with it quickly and effectively. Pupils trust adults in school and know whom to speak to if they have concerns. They also understand how to keep themselves safe, including when online and using mobile technology.

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Curriculum and teaching Needs attention

Leaders have not ensured sufficient consistency in the quality of teaching. As a result, teachers do not implement some aspects of the curriculum effectively. Where teachers implement the curriculum well, pupils secure the knowledge they need. However, leaders recognise that further work is required to ensure that all pupils acquire the basic knowledge and skills they need for the next stage of their education. Many pupils repeat basic errors in handwriting, spelling and mathematics because teachers do not routinely identify and correct these mistakes. Consequently, pupils embed inaccuracies as they progress through the curriculum.

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Curriculum and teaching Needs attention

Leaders prioritise the teaching of early reading. However, some teachers do not match reading books closely enough to pupils’ phonics knowledge. This limits pupils’ fluency and confidence. Teachers do not check pupils’ reading progress with sufficient precision, which hinders the timely identification of gaps in pupils’ knowledge.

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Curriculum and teaching Needs attention

Leaders have designed an ambitious curriculum. However, teachers vary in how effectively they adapt learning for pupils with special educational needs and/or disabilities. Some teachers do not use assessment information well enough to inform their planning. As a result, some tasks are either overly complex or lack sufficient challenge. When teachers use assessment information precisely, they design learning effectively and provide appropriate support, enabling all pupils to achieve well.

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Early years Needs attention

Leaders have not secured consistently strong teaching in the early years. As a result, some children do not achieve as well as they could. At times, staff plan activities that lack clear purpose or that do not match children’s starting points. This is because staff do not check children’s knowledge with sufficient precision. Consequently, some children move between activities, not able to sustain their focus or engage in purposeful learning.

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Early years Needs attention

Staff do not consistently reinforce high expectations. They do not routinely identify or address children’s early writing needs. For example, staff do not correct incorrect pencil grip promptly as children learn to write. As a result, some children develop gaps in their knowledge and skills. Adults do not consistently provide high-quality interactions. They miss opportunities to develop children’s vocabulary. Where staff interact effectively, they support children to develop their knowledge and understanding well.

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Early years Needs attention

Staff identify promptly any additional needs that children may have, including special educational needs and/or disabilities. They put targeted support in place. However, staff do not always use this support effectively to develop children’s independence. As a result, some children become overly reliant on adult support.

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Early years Needs attention

Leaders ensure that staff work closely with parents and carers. They place a strong emphasis on developing children’s enjoyment of school. As a result, children are happy and confident. They feel safe and enjoy positive relationships with their peers and adults.

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Inclusion Needs attention

Staff accurately identify pupils’ needs. However, they do not always ensure that pupils with special educational needs and/or disabilities (SEND) can access the curriculum consistently. Some staff do not adapt the curriculum well enough to meet some pupils’ needs. Too often, staff design learning activities that lack precision. They set tasks that are either too challenging or require too much adult support. As a result, pupils with SEND do not make the progress they should. Leaders have not monitored this work precisely enough.

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Inclusion Needs attention

Leaders work hard to raise pupils’ aspirations. However, over time, leaders' use of the pupil premium has had a variable impact on outcomes for disadvantaged pupils. Leaders collaborate effectively with the virtual school and other wider agencies. However, this work has not yet secured consistently strong achievement for the most vulnerable pupils.

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Inclusion Needs attention

Leaders actively promote inclusion and demonstrate a strong commitment to pupils’ wellbeing. The ‘pioneers’ provision supports pupils effectively by tailoring provision to address specific barriers to learning. Leaders expect all pupils to contribute to school life, regardless of their needs. They make it a priority to ensure that pupils who find aspects of school challenging are able to access the wider curriculum.

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Leadership and governance Needs attention

Since the last inspection, there have been significant changes in senior leadership and staffing. Leaders, governors and the trust have identified the school’s key priorities with accuracy, including the need to improve the consistency of teaching and raise pupils’ attendance. However, leaders evaluate the school’s effectiveness too generously. While there are early signs of improvement, particularly in attendance, many actions are at a relatively early stage of implementation. As a result, these actions have not yet secured measurable improvements in pupils’ achievement. Frequent staff changes have hindered progress. Increased stability is now beginning to support more consistent improvement across the school.

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Leadership and governance Needs attention

Leaders have prioritised strengthening relationships with parents. Many parents speak positively about the school and recognise leaders’ efforts. Staff are similarly positive, particularly about leaders’ consideration of their workload and wellbeing. Leaders provide appropriate professional development, which supports staff in developing their expertise. Teachers who are at an early stage of their careers benefit from effective support.

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Leadership and governance Needs attention

Governors fulfil their statutory duties and have a secure understanding of the school’s strengths and areas for development. They work alongside leaders to monitor the impact of improvement priorities. However, this work has not yet led to sustained improvements. Governors are reflective and recognise the need to further secure improvement across several areas of the school. The trust has accurately identified that too many pupils do not attend regularly enough and that teaching is inconsistent, which continues to affect pupils’ achievement. Governors and the trust recognise that further work is required to secure stronger outcomes for pupils.

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

Pupils at St Joseph's Catholic Primary School benefit from a caring environment. They enjoy school and have warm, meaningful relationships with staff and each other. Leaders have implemented a culture of 'love' and 'harmony'. Pupils have a strong sense of belonging. They feel safe and are confident that adults will support them with any concerns they may have. Pupils say that if any bullying takes place, it is addressed swiftly. Staff provide effective pastoral support for pupils and their families if it is needed.

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

Long-standing low attendance and continuous persistent absence mean that some pupils miss too much learning. Over time, published outcomes show that pupils in key stage 2 have not been well prepared for the next stage of their education. Many pupils do not secure the essential knowledge they need to be successful in reading, writing and mathematics. This is because of variability in teaching across the school. Pupils generally behave well in lessons. However, some pupils do not listen to adults as well as they should, including in the early years. This leads to low-level disruption that hinders the progress of some lessons. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) have their needs accurately identified. However, the support for these pupils varies. Too often, pupils with SEND do not receive effectively adapted learning to meet their specific needs, which hampers their progress. Leaders have identified these weaknesses, but it is

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

too early to see any discernible impact of their work to address them.

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

Pupils benefit from an extensive programme of residential trips and extra-curricular activities. There is a strong emphasis on ensuring that pupils are ready for life in modern Britain. Leaders go above and beyond to ensure that no pupil misses out. Pupils enjoy the many leadership and enrichment opportunities they have.

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Next steps

Leaders should take swift action to improve the quality and consistency of teaching across the school, ensuring that effective teaching supports all pupils to secure the key knowledge they need to be successful in reading, writing and mathematics. Leaders should ensure that teachers throughout the school use assessment information effectively to check pupils' understanding and adapt their teaching accordingly, so that all pupils, including pupils with special educational needs and/or disabilities (SEND), develop the knowledge they need to be successful across the curriculum. Leaders need to ensure that all staff share the same high expectations by ensuring that all pupils demonstrate positive behaviour during lessons, so that no learning time is wasted. Leaders should continue their work to improve pupils’ attendance and reduce rates of persistent absence, so that all pupils, including those who have SEND and those who are

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Next steps

disadvantaged, benefit from regular attendance.

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About this inspection

This school is part of Plymouth Cast multi-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, Zoe Batten, and overseen by a board of trustees, chaired by Ruth O'Donovan.

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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

Inspectors spoke with the headteacher, senior leaders, the special educational needs and disabilities coordinator and a group of staff during the inspection. The lead inspector held a discussion with the trust director of education, members of the trust board and the local governing body.

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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 Catholic religious character. The school is in the Diocese of Plymouth. It was last inspected under section 48 of the Education Act 2005 in February 2024.

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Team inspectors:

Tom Page, Ofsted Inspector James Taylor, 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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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. The school currently uses no alternative provision.

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What does this mean?

Headteacher: Roisin Wright National average: 300

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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

2023/24 (final) 54% 61% Close to average

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average

2022/23 (final) 62% 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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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) 77% 72% Close to average

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average

2023/24 (final) 71% 72% Close to average

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average

2022/23 (final) 72% 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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average

2022/23 (final) 72% 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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national average

2022/23 (final) 50% 44% 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

2022/23 (final) 50% 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) 63% 59% Close to average

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average

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

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average

2022/23 (final) 50% 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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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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