St Joseph's Catholic Primary School, a Voluntary Academy

Academy

Address: Etchells Street, St Petersgate, Stockport, Cheshire, SK1 1EF Unique reference number (URN): 149935

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Pupils achieve well. This is not fully reflected in the data from the Year 6 reading, writing and mathematics national tests and assessments because it does not account for the fluctuating class sizes in Year 6 or the proportion of pupils who join the school at different points in their education. Even so, typically, by the end of key stage 2, pupils' attainment is close to the national averages. More disadvantaged pupils reach the expected standards than their peers nationally. Consequently, they are well prepared for the next stage of their education.

p.2

Achievement Expected standard

Pupils gain the knowledge and skills that they need across subjects and year groups. They read fluently, and they use their secure mathematical knowledge confidently. However, some older pupils have gaps in their learning due to weaknesses in the previous curriculum. At times, this hinders how well they achieve. For example, pupils often struggle to form letters correctly and spell words accurately, which prevents them from recording their learning fluently.

p.2

Attendance and behaviour Expected standard

Leaders have established rigorous systems to monitor pupils' attendance and punctuality. When concerns are noted, leaders identify what help is needed and work closely with families and professionals to find ways to improve pupils' attendance. Strategies such as the ‘meet and greet’ morning arrangements and attendance rewards encourage pupils to attend school more regularly. Overall, pupils’ absence rates continue to reduce and are in line with the national average.

p.2

Attendance and behaviour Expected standard

Leaders have taken appropriate steps to improve behaviour in school. They have clear expectations for pupils and staff, and these are understood and adhered to by all. Staff receive high-quality training that helps them to understand why some pupils benefit from different support to manage their behaviour. Staff confidently use a range of approaches that meet pupils' needs and help them to regulate their emotions. Pupils are polite and respectful and respond positively to their friends and adults. They behave sensibly across the school day, which creates a safe and orderly environment. The warm and caring culture, underpinned by trusting relationships, means that unkind behaviour, such as bullying, is rare. If it should happen, leaders deal with it effectively.

p.2

Curriculum and teaching Expected standard

Since the previous inspection, leaders have put a broad and balanced curriculum in place. It is suitable for mixed-aged classes. The curriculum identifies the key learning that teachers will deliver. Leaders have prioritised pupils gaining the essential knowledge and skills in communication, reading and mathematics. Leaders know what is working well and what needs to improve further. They have taken swift action to continue to refine how the curriculum is taught.

p.2

Curriculum and teaching Expected standard

Teachers typically deliver new learning with clarity based on secure subject knowledge and a firm understanding of how pupils learn best. Leaders have set a consistent approach to the structure of lessons. This structure allows some pupils to revisit prior learning frequently. This helps them to build their knowledge securely across the curriculum. However, this approach is not used consistently well. This makes it more difficult for pupils to remember what they have learned in some subjects other than English and mathematics.

p.2

Curriculum and teaching Expected standard

Leaders and teachers regularly check how well pupils are supported to learn. They recognise when pupils need extra help or different activities to showcase what they can do. Approaches such as visual prompts and practical resources, alongside highly skilled adults, help pupils who find learning more challenging to access the curriculum with success.

p.3

Early years Expected standard

Leaders have developed a suitable curriculum for the mixed-aged Nursery and Reception class. They have skilfully mapped out learning opportunities that are tailored to what children should know and be able to do in readiness for later learning. The focus on providing a language-rich environment with well-trained staff ensures that children develop their communication skills from the start. Staff's interactions are purposeful and highly effective in helping children to learn new words and build confidence in two-way conversation.

p.3

Early years Expected standard

Phonics is taught well and children begin to use the sounds they learn to read and write quickly. They develop a love of literature, which sets them up to be avid future readers. The classroom environment provides well-chosen activities to allow children to use the skills that they have been taught, such as practising counting and exploring number patterns.

p.3

Early years Expected standard

Through classroom visits and morning drop-off, parents and carers can find out how best to support children with their learning at home and raise any concerns about their child’s emerging needs. Staff use this information to make adaptations to the daily routines or the support children receive. Children get off to a great start in early years and are well prepared for the challenges of Year 1.

p.3

Inclusion Expected standard

Leaders have clear systems in place for the accurate identification of pupils’ needs. Leaders work well with a wide range of external services to gain a deep understanding of the barriers that pupils may have to their learning and/or wellbeing. In building relationships with families and listening to the voice of each pupil, leaders put the right support in place to tackle the challenges that pupils may face. As a result, staff are able to make careful adaptations to their teaching approaches to make sure that pupils, including those with special educational needs and/or disabilities (SEND), have access to all of the opportunities within school.

p.3

Inclusion Expected standard

Staff receive extensive training to develop their expertise in working with pupils with SEND. They continually review the help that pupils receive and make timely changes when needed. For example, leaders respond effectively when pupils’ needs change that may result in emotional dysregulation or increased anxiety in school. The well-thought-out adjustments put in place prevent escalation in pupils' behaviour and absence from school. This supports those with more complex needs to thrive in school. Leaders use the pupil premium funding in a well-considered way. They make decisions that are based on what pupils need to learn well. The tailored help allows pupils who are disadvantaged to attain as well as their peers in national tests. The funding is also used to make sure that these pupils can participate fully in the school's enrichment offer.

p.3

Leadership and governance Expected standard

Leaders, including those at trust level, know the school well. They understand its uniqueness and strengths. Leaders take appropriate action to drive improvement. For instance, leaders recognised that a high proportion of pupils from disadvantaged backgrounds and those who join throughout the school year had varied communication skills. They made the quality of early language development a whole-school priority. As a result, pupils are more able to cooperate in their learning and talk about the knowledge they have acquired across year groups.

p.4

Leadership and governance Expected standard

Trust directors and members of the local governing body fulfil their statutory duties well. They recognise the difficulties that the school has faced since the previous inspection. Those responsible for governance have supported and challenged leaders to make much- needed changes in the best interests of pupils. This has resulted in some staffing turbulence that has now stabilised. Parents and carers have noticed improvements in many aspects of the school's work. Most hold positive views about the school. However, a small number of parents expressed the view that there remains some uncertainty about these changes.

p.4

Leadership and governance Expected standard

Staff are well supported and fully included in the vision and direction of the school. They are fully supportive of leaders and feel valued in their roles. The professional learning programme helps them to carry out their work with developing expertise. Staff collaborate and learn from others within the trust and have opportunities to continually develop their practice. This supports them to manage their responsibilities and workload. Staff morale is high.

p.4

Personal development and wellbeing Expected standard

Leaders have established a coherent curriculum to support pupils’ personal development. This includes relationships and sex education. This programme enables pupils to grow socially and emotionally as well as develop into well-rounded individuals.

p.4

Personal development and wellbeing Expected standard

Staff are well trained to teach sensitive content and provide safe spaces for pupils to express their opinions. Pupils benefit from this offer to be safe and ready for life beyond their small nurturing school, for example, by recognising healthy online habits and noticing changes in their bodies.

p.4

Personal development and wellbeing Expected standard

Through carefully considered opportunities, pupils learn to respect and appreciate the differences between cultures, faiths and viewpoints. They value listening to and learning from others and ask insightful questions. Pupils understand that discrimination is never acceptable. Through their knowledge of fundamental British values, pupils recognise that laws are in place to protect them and promote equality. Pupils show maturity and a sense of moral justice when considering diversity. Leaders provide experiences that are open to all pupils to develop their interests beyond the classroom. Pupils learn to play a musical instrument, attend after-school clubs to hone their talents and take part in visits to deepen their understanding of the topics that they have covered in the curriculum. Through these opportunities, pupils develop resilience and a sense of the wider world.

p.4

Personal development and wellbeing Expected standard

From the early years, children are taught the language to talk about feelings. As part of the daily routine, pupils share their emotions with trusted adults and receive support to discuss ways of improving their mood and managing their mental health. The personal, social, health and economic education curriculum teaches pupils age-appropriate risks and protective behaviours. Older pupils recognise how these approaches will support them in creating healthy habits and personal boundaries in preparation for life in modern Britain.

p.5

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

St. Joseph's is a safe haven for pupils. The school provides a warm and nurturing environment where all pupils are readily accepted, especially those who join at different times in the school year. Pupils enter school happily each morning greeted by adults who genuinely care about them. Those pupils who need extra support to settle to learning receive this by caring staff. This creates a sense of belonging and security. If pupils have any worries, they know that trusted adults are available to listen and respond sensitively and quickly. Pupils are protected from unacceptable behaviour, including bullying.

p.5

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

Pupils are proud to be part of this small and welcoming school. Most attend regularly. Pupils behave well throughout the school day. Older pupils act as ‘buddies’ during social times to promote positive play and kindness. Rewards and recognition for making the right choices are applied fairly by staff. Pupils willingly celebrate the success and achievements of others.

p.5

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

From the early years, children are taught to be curious and interested learners. In lessons, pupils learn in classrooms that are purposeful and free from disruption. They benefit from the ambitious curriculum and staff's high expectations. Pupils typically gain the knowledge that they need to help them for the next stage in their education.

p.5

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

Pupils are taught how to keep themselves safe, including when using the internet. They recognise online dangers and the risks to avoid in their local community. They know the actions to take to avoid harm. Pupils thrive in leadership roles such as school councillors, playground leaders and librarians. They recognise that they have a voice within their school and that they can drive change. Through these opportunities, pupils develop confidence and independence. They are prepared well for life in modern Britain.

p.5

Next steps

Leaders should ensure that teachers consistently enable pupils to recall their prior learning across the curriculum so that they can build their knowledge and skills securely.

p.5

Team inspector:

Ian Shackleton, Ofsted Inspector Leaders should ensure that gaps in pupils' handwriting and spelling skills are addressed, so that pupils, especially older pupils, secure accurate and fluent transcription skills. Leaders should further strengthen their work with families so that parents and carers are well informed about the decisions that are made to improve the school.

p.6

About this inspection

This school is part of Corpus Christi 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 (CEO), Sacha Humphries, and overseen by a board of trust directors, chaired by Patricia Adams.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the executive headteacher and other senior leaders during the inspection. The lead inspector met with members of the local governing board, including the chair of governors, the chair of the trust directors and the CEO. They also spoke to a representative from the local authority and the Diocese of Shrewsbury.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Shrewsbury. Its last section 48 inspection was in March 2022.

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

The school has undergone significant changes since the last inspection. There have been a number of staffing changes, including a new leadership team.

p.6

About this inspection

This is the school’s first inspection since becoming an academy in September 2023.

p.6

About this inspection

At the time of the inspection, there were 99 pupils on roll. The school’s capacity is 175. The number of pupils on roll fluctuates throughout the school year.

p.6

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.

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

average

2023/24 (final) 55% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 76% 75% Close to average

p.9

average

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

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (final) 71% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

national average

2024/25 (3 term) 5.5% 5.2% Close to average

p.13

Persistent absence

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

p.14

national average

2024/25 (3 term) 14.4% 13.0% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

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.

p.14

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15