Our Lady & St Joseph's Catholic Primary School, Ushaw Moor

Ushaw Moor

Address: Durham Road, Ushaw Moor, Durham, DH7 7LF Unique reference number (URN): 148206

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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 Expected standard

Leaders are ambitious for pupils to achieve well. In the early years, children swiftly secure the phonics knowledge that they need. Overall, pupils of all ages develop the foundations required to develop their reading, writing and mathematics securely. Pupils are helped to catch up quickly if gaps appear in their understanding. Pupils with barriers to their learning, including pupils with special educational needs and/or disabilities and disadvantaged pupils, typically progress through the curriculum successfully from their starting points.

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Achievement Expected standard

In previous years, pupils have generally achieved well at the end of key stage 2. Pupils build up an appropriate set of knowledge and skills across the curriculum. For example, they develop their understanding effectively in History and Geography. However, some pupils could achieve more by the end of key stage 2. Governors and leaders have identified this issue and have a clear improvement plan in place. By the end of Year 6, pupils are well prepared for secondary school.

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Attendance and behaviour Expected standard

Pupils attend well. They arrive on time each day. Leaders work positively with parents and carers and provide effective pastoral support for pupils who need adaptations to help them feel comfortable and settled in when they arrive. Leaders have put in place support to ensure travel is not an issue from the previous site. They have taken decisive and effective action to address the previous poor attendance. Overall attendance is now broadly in line with national figures for most pupils. This includes the attendance of disadvantaged pupils, including those with special educational needs and/or disabilities. This is because leaders take effective steps to remove barriers that affect their attendance, making school a place where they feel like they belong.

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Attendance and behaviour Expected standard

The relationships between staff and pupils are very respectful. Staff typically apply the school’s behavioural expectations consistently well. Pupils are rewarded for their high standards of behaviour and kindness. Learning in classrooms takes place without interruption. Everyone contributes to the calm around the school building. For example, pupils have a very secure understanding of the school routines when they move around school. Pupils who need extra support in managing their emotions are supported well by caring staff. Pupils are happy at school and bullying is very rare. Staff take the time to speak with pupils about their difficulties and help them to resolve disagreements.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have changed the curriculum to ensure that pupils are gaining a wide range of knowledge and understanding. The curriculum's focus on vocabulary enables pupils to use subject-specific language well. Leaders keep a sharp overview on the quality of teaching. They take well-considered actions to strengthen practice further. Teachers understand pupils’ needs well. They use a range of strategies which support pupils to learn successfully. For example, teachers ensure that pupils with special educational needs and/or disabilities get the support they need. On the whole, the curriculum is taught effectively. Teachers provide clear explanations in lessons. For example, there is strength in how they discuss and model new ideas. However, there is some variability in how well teachers assess when pupils should move onto the next part of their learning. At times, some pupils are ready to develop their understanding further but do not get the opportunity

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Curriculum and teaching Expected standard

Learning to read is a high priority. Pupils learn to read quickly. Pupils who need extra support to read get well-considered help. Leaders and staff have improved the precision of their work related to phonics over the last few years. Teachers work carefully to ensure that the pupils build up their writing skills over there time in school.

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Early years Expected standard

Leaders have established a curriculum that supports children to develop securely across all areas of learning. The curriculum places pupils’ communication and language development at the centre. This includes regular opportunities for children to engage in meaningful speech. Adults encourage children to speak about their learning. They use questioning well to extend thinking. Inclusive practice ensures that all children take part in activities and receive the support they need to develop their language and learning.

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Early years Expected standard

Staff teach phonics regularly and with precision. Children apply their knowledge of phonics to read and write simple sentences. Staff support children to form letters accurately. As a result, children develop the early reading and writing skills they need for future learning.

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Early years Expected standard

Children are settled, confident and clearly understand the routines both inside and outside the classroom. They remain focused on activities for sustained periods. Positive relationships between adults and children promote wellbeing and welfare. Children’s achievement is positive overall. Most adults build effectively on children’s understanding. Where practice is less consistent, leaders take appropriate action. Leaders continue to strengthen provision so that all children experience consistently high-quality interactions. Generally, children are ready for their next step into Year 1.

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Inclusion Expected standard

Leaders have prioritised ensuring that the school is an inclusive, welcoming place to learn. Careful assessment and review ensure pupils’ needs are identified swiftly. Leaders, with the support of the trust, have addressed previous weaknesses in this area of the school’s work over the last few years. They have made strategic decisions to ensure pupils with special educational needs and/or disabilities receive tailored support for their stage in learning. For example, the ‘Lighthouse’ class provides bespoke learning matched to the pupils’ starting points and supports pupils to regulate their emotions.

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Inclusion Expected standard

Leaders monitor the provision and interventions carefully to ensure that pupils are receiving support to help them do well. Leaders are highly aware of pupils with vulnerabilities including those known to social care. They engage effectively with a range of external staff and agencies, including specialists as required, to help pupils do well. Leaders and staff know pupils' families and context well. This helps pupils get the appropriate support at the right time. Pupil premium funding supports the pastoral development and progress of some of the most vulnerable pupils. Governors and leaders track the impact of this funding on pupils. Staff provide wide ranging support and prioritise pupils’ emotional needs appropriately so they are ready to learn.

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Leadership and governance Expected standard

Leaders, with the support of the trust, have made considerable improvements to the school over the last few years. They have guided the school through an amalgamation, whilst also improving relationships with parents. Parents appreciate the open dialogue and engagement with leaders. They are positive about many aspects of the school's work, including the quality of care provided.

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Leadership and governance Expected standard

Those responsible for governance fulfil their roles well. This effective oversight of the school's performance allows them to support and challenge leaders appropriately. Leaders and governors make sure that pupils facing disadvantage are taught well and experience success. Staff receive professional learning that helps them to develop their expertise. For example, they receive specialist training to ensure that they can support pupils with special educational needs and/or disabilities. Staff appreciate the support that leaders provide for their wellbeing. They are proud to work at the school and contribute to its ongoing improvement.

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Leadership and governance Expected standard

Leaders work constructively with external agencies, including the diocese. These relationships help pupils to get the help they need and further support their development. Pupils’ interests are at the centre of the decisions they make. For example, developments in the teaching of phonics have led to improved outcomes, ensuring that pupils are increasingly well prepared for future learning. Leaders have an accurate view of the school. They understand what the school does well, and they prioritise areas that need further work.

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Personal development and wellbeing Expected standard

The school has a coherent and appropriate personal development and wellbeing programme. Leaders have made thoughtful additions to the personal, social and health education to support all pupils. This helps pupils to develop a clear understanding of British values. Staff ensure that current local and national issues are thoughtfully discussed. Pupils reflect this in their considered opinions and care for each other. Pupils learn about healthy relationships in an age-appropriate way. They learn how to keep themselves safe online and in their community. Staff also teach pupils about other risks. These include road safety and managing their emotions. This help pupils develop their understanding of the world around them.

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Personal development and wellbeing Expected standard

Enrichment experiences are purposeful and inclusive. Leaders carefully plan the wider opportunities that pupils have both in and out of school. Staff track who takes part carefully so that disadvantaged pupils, those with special educational needs and/or disabilities and pupils known to social care are included. This helps to broaden pupils’ horizons. For example, pupils enjoy trips about local geography in Durham and learning about British values in their recent trip to London. After ‑ school clubs include arts, cooking and sport. Pupils enjoy the range of sporting opportunities during the school day and beyond. The school’s approach to active outdoor play gives pupils more opportunities to play constructively together and develop social skills.

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Personal development and wellbeing Expected standard

Leaders use a range of approaches to check and support pupils’ wellbeing. This helps staff to identify emerging needs quickly. Where pupils have additional needs or vulnerabilities, staff respond to this with additional support. Older pupils benefit from thoughtful preparation work for secondary school. They value their leadership roles, which help them support other pupils.

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

This is a welcoming school community in which pupils feel happy. Pupils demonstrate kindness regularly. They understand the expectations and routines of the school. Pupils respect each other. They celebrate and value their differences and support each other to feel included. Pupils are well prepared for life in modern Britain.

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

Pupils' behaviour in lessons and at playtime is very positive. Pupils play well with each other and engage enthusiastically with the sporting activities that are going on. They report that bullying does not happen and unkind behaviour is always dealt with. Staff and pupils have nurturing, warm relationships. Pupils trust that if they have any concerns an adult will help them.

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

Pupils enjoy their learning. They generally achieve well at key stage 2 and in wider curriculum subjects. Pupils demonstrate this through their secure recall of current and prior knowledge. However, some pupils could make more progress. These pupils could be achieving beyond expected levels in national tests. Pupils with special educational needs and/or disabilities receive bespoke support to meet their individual learning and developmental needs. This enables them to make progress from their individual starting points.

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

Older pupils are proud of the contribution they make to school life. Their leadership roles help other pupils to feel welcomed and wanted. For example, the house captains and peer mentors support the daily and weekly actions that contribute to pupils developing a sense of belonging. Pupils value the variety of clubs on offer and opportunities to try new experiences like art and cooking. Pupils enjoy their residential trips, learning about themselves, each other and nature. Year 6 appreciate the opportunities to get to know pupils from the other cluster schools. This helps them to be ready for the next step in their education.

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Next steps

Leaders should ensure that teachers are supported to make consistent highly effective choices, particularly around assessment, including in the early years.

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Lead inspector:

Richard Wakefield, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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Total pupils

Leaders should ensure that pupils are able to produce high quality work across the curriculum, particularly for pupils who could potentially achieve greater depth at key stage 2.

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About this inspection

This school is part of Bishop Wilkinson Catholic Education 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), Lucie Stephenson, and overseen by a board of trustees, chaired by Martin Gannon.

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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 executive headteacher, senior leaders, trust leaders, the diocese, governors and the vice-chair of trustees during the inspection.

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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.

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About this inspection

The school uses no alternative provision.

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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 6 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 needs support 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

2024/25 (final) 60% 62% Close to average

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average

2023/24 (final) 64% 61% Close to average

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national average

2022/23 (final) 53% 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

2024/25 (final) 70% 75% Close to average

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average

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

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average

2022/23 (final) 73% 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

2024/25 (final) 70% 72% Close to average

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average

2023/24 (final) 73% 72% Close to average

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average

2022/23 (final) 73% 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

2024/25 (final) 70% 74% 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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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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national average

2022/23 (3 term) 6.4% 5.9% 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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national average

2023/24 (3 term) 14.3% 14.6% Close to average

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national average

2022/23 (3 term) 15.6% 16.2% Close to average

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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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