Schools & FE · Report card

St Joseph's Catholic Academy

Inspected 30 Jun 2026 · published 14 Sept 2026 · URN 138115

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Summary

No overall grade in this frameworkSafeguarding met

Donna Chambers (lead), Chris Stewart, Christine Watkins

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Chris Stewart, Christine Watkins, Donna Chambers
Postcode verified
LE5 1HF
Name on report verified
St Joseph's Catholic Academy
Safeguarding verified
Met
URN verified
138115

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+68Positivemore positive than 41% of reports of this type

In line with other reports of this type.

Praisehigh expectationspositiveeffectivehighly effectiveenjoyconsistentlywell sequencedhigh-quality

Criticismconcernsgapsseriouslynot consistentlyconcerninconsistentnot strongnot clear

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1496w+66
Leadership256w+79
Safeguarding51w−11
What needs to improve70w+68

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,870; about usual (typical 1698)
Reading level: Hard; Flesch 50, typical 43
Average sentence: 13 words
Next steps: 4; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 51%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 36%

Full report text

St Joseph's Catholic Academy

Address: Armadale Drive, Leicester, Leicestershire, LE5 1HF Unique reference number (URN): 138115

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

Attendance and behaviour Expected standard

Leaders respond quickly when pupils do not attend well. Leaders have clear systems and processes in place. They carefully analyse attendance information and use this knowledge to work with families to provide support. Leaders’ work with some individuals has had a significant positive impact on these pupils’ attendance. Overall, attendance has improved recently. Attendance has been consistently in line with the national averages over time, including for disadvantaged pupils. The attendance for pupils with special educational needs and/or disabilities is above national averages. This is reflective of the effective provision in place for them.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations of behaviour. Staff manage behaviour consistently well through high expectations and positive relationships. Many pupils are enthusiastic and motivated learners and some pupils demonstrate pride in their work. Pupils are polite and kind. Staff provide highly effective pastoral support to help pupils to manage their behaviour. Staff receive training to support pupils with complex needs. Pupils work and play well with others during social times. Pupils are confident that bullying is not tolerated in school. Leaders have created a culture where staff support and protect pupils from all aspects of discrimination or abuse.

p.2

Curriculum and teaching Expected standard

Leaders have further developed the curriculum since the last inspection. The curriculum identifies what pupils will learn and when. It is sequenced so that learning builds from the early years through to Year 6.

p.2

Curriculum and teaching Expected standard

Leaders demonstrate a comprehensive understanding of the quality of teaching across the school. They have accurately identified the areas, where teaching needs to improve. Leaders ensure that staff have appropriate professional development to support them. This has led to improvements, for example, with pupils regularly revisiting knowledge that they have previously learned.

p.2

Curriculum and teaching Expected standard

Leaders have secured improvements in the teaching of early reading and mathematics. In these subjects, learning is well sequenced and develops pupils' fluency, confidence and enjoyment. Teachers regularly check what pupils have learned. Any gaps in learning are identified and addressed quickly and effectively. Teachers, sometimes, identify when pupils have made mistakes in their written work. However, it is not clear how this information is used to help pupils to improve their writing.

p.2

Curriculum and teaching Expected standard

Teachers have detailed subject knowledge. They make links with prior learning and with learning in other subjects to help pupils embed their knowledge. Teachers ask appropriate questions to check pupils' understanding and adapt their teaching and activities to support all pupils to learn.

p.2

Early years Expected standard

Leaders work closely with parents and carers, nurseries and external agencies to ensure that all children make a positive start in the early years. Leaders have a clear understanding of the context and starting points of children, when the children join the school. Children settle quickly into well-established routines. They know what is expected of them. They behave very well in early years. They are happy and keen to learn.

p.3

Early years Expected standard

The curriculum identifies what children need to know and remembers and responds to the changing cohorts of children. For example, leaders have ensured a more consistent approach to developing children’s communication and language skills. Some staff engage in high-quality interactions. They help children to articulate their learning by modelling language that helps children to develop knowledge and skills. However, this practice is not consistent.

p.3

Early years Expected standard

The school ensures that children develop the basic skills of reading, writing and mathematics that they need to be good learners. Children secure their knowledge of phonics to be able to read and write. Teachers regularly check children’s understanding of new learning and make any changes needed to support them. Leaders swiftly identify the needs of children with special educational needs and/or disabilities and provide effective support.

p.3

Inclusion Expected standard

Leaders have high expectations of most pupils, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those who speak English as an additional language. Staff know the pupils well and quickly share concerns as they arise. Leaders and staff work with parents and carers and external agencies to gather and share information. Leaders use this information to identify pupils’ needs swiftly, and to put in place suitable support.

p.3

Inclusion Expected standard

Leaders promote an inclusive culture, where pupils take part in all aspects of school life. Leaders use additional funding, including the pupil premium, appropriately to reduce barriers for disadvantaged pupils.

p.3

Inclusion Expected standard

Pupils with SEND benefit from high-quality, inclusive teaching. This is particularly evident in the internal provision, ‘The Learning Zone’. Here, bespoke programmes support pupils to build the skills and knowledge that they need to achieve well from their starting points.

p.3

Inclusion Expected standard

Across all groups of pupils, leaders carefully check pupils’ achievement. Leaders ensure that targeted teaching sessions and support strategies make a positive difference. Staff benefit from training that helps them to understand pupils’ needs better. Effective provision reduces pupils’ barriers to learning.

p.3

Leadership and governance Expected standard

Leaders, including those responsible for governance, know the school, the community and the pupils well. They identify the right priorities for improvement. They take timely and well- managed actions because they want to achieve the best possible outcomes and experiences for pupils. They act in pupils' best interests.

p.3

Leadership and governance Expected standard

Governors and trustees have a clear understanding of their roles and responsibilities. They support and challenge school leaders effectively. They are fully aware of the impact of the school’s work, including the drive to improve attainment and to continue to improve attendance.

p.4

Leadership and governance Expected standard

Leaders prioritise professional learning. Staff access appropriate training. The impact of this training is evident, for example, in supporting pupils with additional needs.

p.4

Leadership and governance Expected standard

Staff appreciate that leaders are mindful of their wellbeing. Leaders ensure that time is protected for staff development and that staff's workload is manageable.

p.4

Leadership and governance Expected standard

Some parents and carers, who shared their views with inspectors, celebrate the school’s nurturing environment and the positive relationships between staff and pupils. These positive relationships are used well to provide support and guidance for pupils, especially those who are disadvantaged, those who speak English as an additional language or those with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

Leaders work with other schools in the trust. School leaders are given the opportunity to network and work with leaders from other schools to develop their practice further. The school is proud to share good practice. The staff work closely with the secondary school to which pupils move at the end of Year 6, to support successful transition, including of vulnerable pupils.

p.4

Personal development and wellbeing Expected standard

Leaders have made sure that the personal development curriculum reflects the school's context. It is well sequenced and ensures that pupils revisit learning to embed their knowledge. It builds on the personal, social and emotional learning that begins in the early years. Leaders ensure that pupils have the knowledge and skills that they need for life beyond the primary school.

p.4

Personal development and wellbeing Expected standard

Effective teaching of this curriculum ensures that pupils learn how to be safe in the community and when working online. Pupils learn about healthy relationships and how to treat all people equally and fairly. Pupils learn how to look after their physical and mental health. They understand that it is okay to take the time to be calm when they feel anxious. Pupils learn about the different faiths and cultures in their diverse community. They demonstrate an understanding of respect, but their knowledge of the other fundamental British values is not as strong.

p.4

Personal development and wellbeing Expected standard

The effective pastoral offer is tailored to meet pupils' needs. Leaders ensure that pupils can access the support that they require. Many pupils value the work of the specialist pastoral support in school. The support impacts positively on those who need it.

p.4

Personal development and wellbeing Expected standard

There is a strong sense of community across the school, and pupils show kindness to one another. Pupils value their leadership roles. They take them seriously. Pupils who take on the role of librarian keep the library tidy and enjoy reading with the younger pupils. This gives these librarians a sense of purpose and belonging.

p.4

Needs attention

The school offers a range of extra-curricular activities. Leaders rigorously monitor attendance at these activities to make sure that all groups of pupils are included. Where pupils face barriers to attending, leaders support them, for example, through financial support and adaptations. Leaders provide opportunities to develop pupils’ talents and interests, including through a variety of sports clubs and musical performances.

p.5

Achievement Needs attention

Pupils do not achieve as well as they should in national tests at the end of key stage 2. In some subjects, disadvantaged pupils achieve in line with national averages. Not all pupils are routinely ready for the next stage in their learning, when they leave the school at the end of year 6.

p.5

Achievement Needs attention

Teachers do not consistently highlight areas where pupils need to improve in their writing, for example, with letter formation, grammar and spelling. Consequently, these gaps in pupils’ learning are not closing.

p.5

Achievement Needs attention

Most pupils, including those in vulnerable groups, learn the intended curriculum. In some subjects, for example art, geography and science, they talk about their learning confidently and produce work that reflects secure knowledge and skills. Pupils make progress through the curriculum and across the different year groups.

p.5

Achievement Needs attention

Pupils’ outcomes in phonics are positive. Teachers identify gaps in pupils’ knowledge in early reading and provide appropriate support to help them to catch up.

p.5