St Joseph's Catholic School

St Joseph's Catholic School

Address: Church Road, Laverstock, Salisbury, Wiltshire, SP1 1QY Unique reference number (URN): 126473

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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 Strong standard

Leaders have thoughtfully designed the personal development programme. The curriculum is shaped by the local context. Pupils gain a broad and detailed understanding of consent, fundamental British values and healthy living. Across the school, pupils understand what is expected of their conduct. They behave with integrity. Their good-natured conduct during social times and in lessons contributes to the school’s vibrant, cheerful atmosphere.

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Personal development and wellbeing Strong standard

Pupils are enthusiastic members of their school houses, which provide healthy competition and enable pupils of all ages to feel a part of one community. Pupils are elected to leadership positions each year following a comprehensive process. Pupil voice leads to meaningful change within the school. Pupils speak excitedly about the ‘happiest minute of the week’, a weekly celebration of kindness and pride compiled by prefects.

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Personal development and wellbeing Strong standard

Pupils reflect on their beliefs and experiences. They are encouraged to consider different viewpoints and hear from a range of external speakers, such as a North Korean defector who recently visited the school. Pupils take part in charitable work and community activities. Consideration and respect for others extend far beyond the school gates. The school encourages pupils to care for those less fortunate. For example, pupils make regular foodbank contributions, and the school hosted an outdoor sleep-out to fundraise for a homelessness charity. This helps pupils to understand the importance of teamwork and their role within the wider community.

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Personal development and wellbeing Strong standard

Enrichment is integrated into pupils’ timetables. This ensures that all pupils participate in wider opportunities. This does not detract from the wealth of clubs available to pupils, including boccia, curling, history and origami. Teachers encourage participation in clubs aligned with pupils’ interests and ambitions. Financial barriers to participation in the school's extensive offer are effectively reduced.

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Personal development and wellbeing Strong standard

Pupils benefit from a carefully structured careers programme. Through ‘mock interview day’ in Year 10 and workshops in key stage 3, pupils learn about a broad range of future options. They also carry out work experience in Year 10. This helps them to gain meaningful insights into the world of work.

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Attendance and behaviour Expected standard

Pupils understand the importance of coming to school every day. Pupils' attendance is in line with the national average. The attendance of pupils with special educational needs and/or disabilities is above the national average. Leaders' actions, such as adjusting the school day timings, support pupils to arrive on time and attend regularly. The school works closely with pupils and their families to support improved attendance habits. Bespoke timetables are used with care and are appropriate for the pupils involved. The school uses alternative provision for a small group of pupils. It works with providers to closely monitor pupils’ progress and attendance.

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Attendance and behaviour Expected standard

Pupils value their learning and appreciate the guidance they receive from their teachers. Lessons are rarely disrupted and pupils follow instructions promptly. Around the school, pupils are respectful and follow the school rules. Staff apply the rules fairly and suspensions are used appropriately. Pupils are safe at school. They know that bullying and discrimination are not tolerated here. Leaders respond to serious incidents quickly and effectively. Pupils are encouraged to learn about and reflect on their behaviour and its impact on others. They demonstrate respect in their interactions with each other. Many greet staff and visitors with commendable politeness and maturity.

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Inclusion Expected standard

Leaders have built an inclusive community where pupils feel a deep sense of belonging. Pupils know there is a network of care around them and appreciate the high-quality pastoral support they receive. Leaders work well with families to prioritise pupils’ best interests. The school's ambition for all pupils to be equally included in all aspects of school life is championed by all staff.

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Inclusion Expected standard

Leaders work diligently to identify the needs of pupils with special educational needs and/or disabilities. Relevant information is shared with staff so that they can support pupils in class. There is a clear approach to understanding barriers to learning. Staff receive training on appropriate strategies to support pupils. However, there is variability in how teachers implement strategies to help pupils fully access their learning. Some pupils receive additional interventions and support from other professionals. Leaders collaborate effectively with these external agencies. The swift provision of support has a clear impact on these young people. Leaders consider the use of alternative provision carefully and ensure it meets pupils’ needs.

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Inclusion Expected standard

All pupils have the opportunity to contribute to the life of the school and community. Leaders use the pupil premium strategy effectively to support disadvantaged pupils. For example, the school provides financial support to ensure enrichment opportunities are accessible. Disadvantaged pupils generally achieve well.

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Leadership and governance Expected standard

There have been significant staffing changes within the school, particularly at the leadership level. Leaders are supported by governors who have a wealth of experience and expertise. They are proactively involved in school life. Governors hold leaders to account. They ask perceptive questions and challenge areas of weakness. This helps to bring about positive changes.

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Leadership and governance Expected standard

There is a clear and common understanding across all levels of leadership of the school’s strengths and areas for development. Staff are aligned in their vision to drive the school improvement journey forward. Leaders celebrate the improvements they have made at the school in recent years and have outlined clear priorities. Some of these initiatives are being adopted and embedded by curriculum areas at different rates. Leaders are taking action. They know there is still more to be done before this meets their desired standard.

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Needs attention

Staff are proud to work at the school. They feel respected and well supported to manage their workload. Governors and school leaders are mindful of staff wellbeing when they introduce change. They use a well-informed professional development programme to build staff expertise. They also support early career teachers effectively.

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Needs attention

Across the school, a shared sense of togetherness and clear priorities help build a strong sense of community. This is underpinned by the school’s ethos. The school is held in increasingly high regard among parents and in the local community. Parents are largely positive about the school. Furthermore, leaders act in pupils’ best interests. They carefully consider how best to support the most vulnerable pupils in their care.

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Achievement Needs attention

The attainment of most pupils in national examinations remains below that of their peers nationally. Disadvantaged pupils perform in line with the national average for similar pupils. End of key stage 4 examination results have been below average for some time in certain areas of the curriculum. Leaders have appropriate plans in place to address this, and results in some areas have shown an improvement. However, it is too early to see the full impact of this work.

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Achievement Needs attention

Pupils benefit from targeted support that effectively closes gaps in their literacy skills and knowledge. However, there are gaps in pupils’ foundational knowledge of handwriting and mathematics. This contributes to an inconsistency in the quality of work that pupils produce.

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Achievement Needs attention

Leaders’ actions to strengthen the curriculum have led to improvements in the quality of pupils’ work in some curriculum areas. However, this work is not fully embedded and does not provide a consistent picture of secure improvement across the whole curriculum. Not all staff have consistently high expectations for the quality of pupils’ written work across subjects.

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Curriculum and teaching Needs attention

Leaders are aware of the strengths and weaknesses of the curriculum. There are some inconsistencies in how well the curriculum is delivered. Leaders have recently introduced routines to help pupils retrieve and build their knowledge. However, some teachers do not apply the school’s agreed approaches reliably, which weakens how well pupils learn the curriculum. For example, teaching activities that allow pupils to recall prior learning are not implemented consistently or effectively in some lessons. Teachers do not always accurately check what pupils know and can do. As a result, gaps in pupils' knowledge are not addressed quickly enough. Leaders are aware of this, but the impact of their improvement work is not yet embedded across the whole curriculum.

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Curriculum and teaching Needs attention

The curriculum is well sequenced and builds on prior learning. Teachers have the appropriate subject knowledge to deliver the curriculum. Leaders have refined the curriculum, although they acknowledge there is more to do. Some teachers do not always use the strategies intended to help pupils who struggle with learning. As a result, these pupils do not learn as securely as they should.

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Curriculum and teaching Needs attention

Leaders have correctly identified pupils with gaps in their reading. Well-designed reading interventions are having a positive impact. However, plans to support pupils with gaps in mathematics and handwriting are still in their early stages.

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

Pupils are safe and happy at St Joseph’s Catholic School. The school has a calm and purposeful atmosphere that has improved over time. Pupils treat others with care and respect, creating a positive environment for learning. The school’s Catholic ethos underpins the sense of community and belonging that pupils feel. Pupils value the warm and welcoming atmosphere that permeates the school, which they describe as a family. Pupils’ manners and behaviour are impressive. Pupils appreciate the positive and respectful relationships they share with staff. They feel confident to approach staff if they need help.

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

Sanctions are consistently applied by staff, ensuring that all pupils are clear about the expectations. Pupils are confident that leaders deal swiftly with any instances of bullying or discriminatory language. Pupils attend school regularly, especially those with special educational needs and/or disabilities. This is due to leaders’ rigorous work with pupils and their families to reduce barriers to attendance.

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

Pupils experience an inconsistent quality of teaching. In lessons, pupils listen to teachers’ instructions well. However, the quality of some pupils' work does not always meet leaders’ high expectations. Adaptations in teaching to meet pupils’ needs are not always effective. As a result, some pupils have gaps in their knowledge, which are reflected in their achievement in national examinations.

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

Pupils' mature attitudes are developed through the trust that staff place in them. Pupils take part in wider school life and value the enrichment offer built into the school curriculum. They enjoy attending a wealth of clubs and taking part in a wide range of sports. Some pupils relish opportunities where they expand their experiences through educational visits. Pupils enjoy taking part in leadership roles. These activities help them to build their confidence and self-esteem. They support pupils to develop skills that prepare them for life beyond school.

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Next steps

Leaders should improve the consistency and quality of adaptation so that gaps in pupils’ knowledge are accurately identified and addressed, enabling pupils to learn equally well across the curriculum. Leaders should embed their curriculum and teaching expectations consistently across the school, so that pupils achieve improved outcomes.

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Lead inspector:

Frances Bywater, His Majesty's Inspector

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Team inspectors:

Deirdre Fitzpatrick, Ofsted Inspector Benjamin Antell, Ofsted Inspector Steve Smith, Ofsted 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. Leaders should ensure that all pupils secure the foundational knowledge in mathematics and handwriting.

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About this inspection

The chair of the board of governors in this school is Graham Maher.

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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 senior and middle leaders. Inspectors also spoke with teaching staff, support staff and governors. The lead inspector also spoke with a representative from the local authority and a representative from the diocese.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Clifton. Its last section 48 inspection took place in June 2023.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of 10 alternative provisions, including 8 that are unregistered.

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About this inspection

Headteacher: Matthew Higgins The inspector(s) used this data during the full inspection on 7 July 2026

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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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 39.3% 45.4% Close to average

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national average

2023/24 (final) 37.9% 45.9% Close to average

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national average

2022/23 (final) 42.0% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.27 -0.03 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 31.9 34.9 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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

2024/25 (3 term) 7.3% 8.4% 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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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

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 .

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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