St Joseph's Catholic Primary School, Bracknell

St Joseph's Catholic Primary School, Bracknell

Address: Gipsy Lane, Bracknell Forest, Berkshire, RG12 9AP Unique reference number (URN): 110027

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 Strong standard

Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, achieve very well. They develop foundational skills in reading, writing and mathematics securely. Ongoing assessment is robust. Consequently, pupils with gaps in their knowledge catch up quickly. Pupils with the highest level of need make steady progress from their starting points. Staff provide skilful and responsive support to ensure that they achieve well alongside their peers.

p.2

Achievement Strong standard

Pupils’ communication and language skills are a key strength. Pupils learn to communicate ideas and explain their learning clearly. They use complex vocabulary across a broad range of subjects. Pupils develop secure and detailed knowledge across the wider curriculum. They build connections in their learning. For example, Year 6 pupils explain how their design and technology project requires them to apply sewing skills that they learned in Year 4. Pupils are very well prepared for their next stage of education.

p.2

Attendance and behaviour Strong standard

Pupils attend regularly. Overall pupil attendance is consistently above the national average. Persistent absence is low. Leaders are relentless in their ambition for high levels of attendance. They have created a culture of high expectations where pupils do not want to miss out on exciting opportunities at school. Leaders analyse attendance information in detail. Relationships with pupils and families are prioritised. Support strategies are personalised. Some pupils attend morning club or receive a soft start. As a result, where leaders focus their attention, pupils’ attendance improves. For example, the attendance of disadvantaged pupils has improved notably. It is now above the national average.

p.2

Attendance and behaviour Strong standard

Pupils’ behaviour is exemplary. The school’s values are reflected in pupils’ behaviour and attitudes consistently. Pupils are diligent and conscientious learners. Playtimes are harmonious. Pupils self-regulate and manage their emotions effectively. They learn to resolve minor conflict with others successfully. Staff know pupils very well. As a result, staff are proactive in their approach with pupils who may need support to behave well. Consequently, these pupils learn and play alongside their peers successfully. Pupils say that bullying or discrimination do not happen at St Joseph’s. However, they can name trusted adults who can help them if they need support.

p.2

Curriculum and teaching Strong standard

The curriculum is ambitious, balanced and carefully adapted to pupils’ needs. Teaching is robust. Staff model accurately and ask questions intentionally. Ongoing assessment is systematic. This enables staff to adjust the curriculum and teaching to meet pupils’ needs precisely.

p.2

Curriculum and teaching Strong standard

The foundational skills of reading, writing and mathematics are a priority. Pupils learn to read consistently well. The English curriculum is taught through diverse, high-quality texts. Opportunities for writing are varied and purposeful. Pupils learn how to use accurate spelling, punctuation and grammar across all subjects. The youngest children develop strong foundations in writing. Staff correct pencil grip, letter formation and seating position intentionally. Pupils learn to be confident mathematicians. They apply their skills across a range of subjects. For example, pupils measure bones and plants in science. Pupils, including those who have special educational needs and/or disabilities, receive skilful adaptations to ensure that they can access the curriculum alongside their peers.

p.2

Curriculum and teaching Strong standard

The teaching of communication and language is a strength. Staff model language consistently well. They introduce pupils to complex vocabulary. Strategies such as chat circles give pupils the opportunity to practise and apply their newly acquired skills. Visitors are greeted by pupils who are taught to explain their learning with confidence and accuracy. Consequently, pupils learn to become highly effective communicators.

p.3

Early years Strong standard

Children thrive in the early years. Above-average proportions of children achieve a good level of development. Leaders have a sharp focus on ensuring that the curriculum is highly responsive to children’s needs. Teaching is intentional and carefully planned. The foundational skills of reading, writing and mathematics are prioritised. Children learn through high-quality texts. For example, children in nursery develop their fine motor skills by using a pipette to paint the scales of a rainbow fish, having read the book of the same name.

p.3

Early years Strong standard

Children learn to read and write well. Phonics is taught expertly. Children apply their learning through games and play. Letter formation and pencil grip are a focus. Staff work one to one with children to develop their writing skills. Mathematics is embedded through learning opportunities in the environment. Children in Reception Year use jugs to measure water, while children in Nursery Year create patterns using natural materials.

p.3

Early years Strong standard

Staff maximise their interactions with children. They model language precisely. They use strategies such as chat circles to help children to apply newly acquired skills. Children with special educational needs and/or disabilities make steady progress from their starting points. Staff skilfully adapt teaching and interactions to ensure that pupils get what they need to thrive.

p.3

Inclusion Strong standard

Pupils feel that they belong in this highly inclusive school. Leaders have created a culture where every pupil is known, valued and championed. They are unwavering in their commitment to ensuring that all pupils achieve their potential.

p.3

Inclusion Strong standard

Leaders identify pupils’ needs swiftly. They get to know pupils quickly and form positive relationships with parents and carers. They use a range of data to inform their thinking. This helps leaders to develop a detailed profile of pupils’ barriers to learning.

p.3

Inclusion Strong standard

Leaders implement a wide variety of inclusive strategies, precisely and consistently. Classroom adaptations are prioritised. Leaders ensure that staff are well trained to meet pupils’ needs. They are innovative in their approach. For example, specialist seating, standing desks and robotic cameras enable pupils with a range of needs to participate in learning fully. A carefully planned programme of interventions supplement classroom adaptations. As a result, pupils with special educational needs and/or disabilities thrive.

p.3

Inclusion Strong standard

Leaders monitor the impact of support in detail. They use this information to inform future adaptations. The pupil premium strategy and associated funding is used highly effectively. Leaders ensure that objectives and actions are closely aligned to pupils’ needs. For example, provision for looked-after children is praised by external agencies.

p.4

Leadership and governance Strong standard

Leaders are highly effective. They are relentless in their ambition for what all pupils can achieve. They self-evaluate accurately and identify priorities appropriately. Leaders choose strategies using robust evidence to help inform their decisions. As a result, where leaders focus their attention, there is demonstrable impact. For example, disadvantaged pupils’ attendance has improved notably. The teaching of speaking and listening skills is embedded.

p.4

Leadership and governance Strong standard

Governors are effective. They fulfil their statutory duties appropriately. Governors are continually developing their monitoring procedures in response to the comprehensive information provided by leaders. They provide leaders with support and challenge to ensure that high standards are maintained. Governors have the knowledge and skills to fulfil their duties effectively.

p.4

Leadership and governance Strong standard

Leaders prioritise professional learning. They have transformed the school’s offer to ensure that it is structured, responsive and underpinned by high-quality research. All staff are included. Leaders ensure that learning is embedded before moving on. As a result, training and initiatives are impactful for pupils. Collaboration is encouraged. Leaders care about their staff. They take practical steps to ensure that workload and wellbeing are thoughtfully supported. As a result, staff are proud to work together as a team in the best interests of pupils.

p.4

Leadership and governance Strong standard

Leaders’ interactions with parents are underpinned by a commitment to care for pupils and their families. Consequently, pupils and their families feel they belong there. Parents say that staff go above and beyond for their children. Leaders build effective partnerships in the wider community. For example, they work closely with the food bank and local care home in acts of service.

p.4

Personal development and wellbeing Strong standard

Pupils thrive at St Joseph’s. They are very well prepared for life beyond school. The personal development and wellbeing programme is comprehensive. Leaders have prioritised ensuring that staff are well equipped to make immediate adjustment to the programme. This ensures that teaching is carefully aligned to pupils’ needs.

p.4

Personal development and wellbeing Strong standard

Pupils develop a detailed knowledge of topics within the personal development programme. For example, pupils explain how to respond to cyberbullying. They understand how to keep safe. Younger children know how to keep healthy and protect themselves in the sun. Pupils learn to resolve minor conflicts. However, they can identify avenues of support if they need it. As a result, pupils become knowledgeable, independent young citizens. Pupils’ character development is a notable strength. They have a secure understanding of British values. They explain concepts such as mutual respect and the rule of law using examples from their own experiences. Pupils are equitable and inclusive. They benefit from annual culture days and learning about different faiths. They live out their Christian values in daily interactions.

p.4

Personal development and wellbeing Strong standard

The wider offer is extensive. Pupils benefit from a range of extra-curricular activities, trips and visitors. The enrichment charter ensures that all pupils have a range of life experiences before they leave primary school. Consequently, pupils develop talents and interests. They are ambitious. For example, Year 6 pupils confidently describe future careers in medicine, animal photography and law. Leaders are innovative to ensure that all pupils can benefit from the wider offer. For example, a swimming pool is delivered to the school, biannually, so that all pupils learn to swim and keep safe in the water.

p.5

Personal development and wellbeing Strong standard

Wellbeing is prioritised. Leaders provide a comprehensive pastoral offer. They ensure that pupils who need additional support are identified quickly. Many pupils benefit from emotional literacy interventions, play therapy and chaplaincy activities. As a result, pupils feel safe, valued and listened to.

p.5

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

Pupils are proud to be learners at St Joseph’s. They are greeted every day by staff who care about them and their families deeply. There is a strong sense of community that is underpinned by the school’s core principles. Consequently, pupils feel they belong. They attend regularly. Few pupils are persistently absent. Pupils are excited for what the day holds when they arrive at school.

p.5

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

Pupils’ behaviour is exemplary. High expectations are embedded. Older pupils are role models to younger children. The school’s buddy system helps to ensure that children in Reception Year get to know the school and expectations quickly. Behaviour during social times is harmonious. Pupils rarely need adult support to play well. Pupils say that bullying does not happen there. They learn to resolve minor disagreements independently. However, they are reassured that adults will help them if there is a problem. The youngest children name their trusted adults on one hand confidently. As a result, pupils feel safe.

p.5

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

Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, achieve well. They develop foundational skills in reading, writing and mathematics securely. They learn to apply these skills across a broad curriculum offer. Teaching is of a high quality. Pupils learn to communicate particularly well. Staff model language and vocabulary accurately. Opportunities for practice are embedded across the curriculum. Consequently, pupils are confident young communicators.

p.5

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

The youngest children thrive in the early years. Learning is sharply aligned to children’s needs and underpinned by key texts. Children use pipettes to carefully paint the scales of rainbow fish and mould dough to make sea creatures. They dance their ‘under the sea dance’ with joy.

p.5

Team inspectors:

Sahreen Siddiqui, Ofsted Inspector Nic Browne, Ofsted Inspector Pupils are very well prepared for their next steps. A robust personal development programme complements the high-quality academic curriculum. Pupils’ learning is enriched by leadership opportunities, extra-curricular activities, trips and visitors. As a result, pupils thrive there.

p.6

Next steps

Leaders should ensure that they continue to respond robustly to the changing needs of pupils and the school community so that high standards are maintained across all areas of the school’s work. Governors should continue to develop their monitoring procedures so that they maintain a detailed oversight of leaders’ work and provide robust support and challenge.

p.6

About this inspection

The chair of the board of governors in this school is Christine Lynch.

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

This school is registered as having a Roman Catholic religious character. Its last section 48 inspection was in October 2024.

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

The school has undergone a significant change since the last inspection. An acting headteacher was appointed in the autumn term of 2025. This position was made permanent on 1 June 2026. There is a temporary leadership structure in place, with 2 assistant headteachers in post. This structure is due to be reviewed in the next academic year.

p.6

About this inspection

At the time of the inspection, there were 212 pupils on roll.

p.6

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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 6 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 needs support 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

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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

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

average

2022/23 (final) S 59% S ‘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.

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.13

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

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.

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.14

Persistent absence

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

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.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

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.

p.15

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