St Joseph the Worker RC Primary School

St Joseph the Worker RC Primary School

Address: Cutnook Lane, Irlam, Salford, Greater Manchester, M44 6GX Unique reference number (URN): 105961

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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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Early years Expected standard

Leaders are knowledgeable about the early years and prioritise giving children a positive start to their school life. Children are happy and safe in the early years. Leaders ensure that care and welfare practices are appropriate.

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Early years Expected standard

There is a well-organised early years curriculum. The curriculum emphasises the development of children's communication and language skills and enables them to gain the essential building blocks that they need for future learning. Staff use their interactions with children to model the language they expect to hear. They provide extra help for those children who are initially reluctant to speak. This means that children communicate with increasing confidence as they progress through the early years.

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Early years Expected standard

Leaders ensure that staff teach phonics consistently well. As a result, children begin to read with accuracy and fluency. Children learn effective techniques for holding a pencil and how to form letters correctly when writing. They build their knowledge of early number well. Staff check the progress of all children carefully and act swiftly to close any gaps in understanding. Staff identify children with special educational needs and/or disabilities and others with barriers to learning early. They provide suitable support to help these children to succeed.

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Early years Expected standard

Children typically progress well through the curriculum and are prepared for the transition to Year 1.

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Achievement Needs attention

Over time, pupils' attainment in reading, writing and mathematics by the end of Year 6 is below average. Leaders' actions are starting to bring about positive change. For example, pupils typically have a secure grasp of multiplication tables and they gain a secure grasp of phonics so that they read fluently. However, pupils have gaps in their knowledge of grammar, punctuation and spelling as well as learning deficits in other subjects that they study. This hinders them from progressing as well as they should through the curriculum. This is similar for pupils with barriers to learning, who do not make enough progress from their individual starting points. As a result, some pupils are not prepared well enough for the next stage in their education.

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Attendance and behaviour Needs attention

Attendance rates are below the national average for all groups of pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. Leaders have a detailed understanding of matters relating to attendance. They provide information for parents and carers on the negative impact of absence on pupils' achievement in school. Leaders follow up on absence promptly. When a pupil is persistently absent, leaders work with families and external agencies to reduce the barriers to regular attendance. As a result, absence rates are reducing for some pupils.

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Attendance and behaviour Needs attention

Staff use a behaviour approach that is based on helping pupils to understand and manage their emotions. Staff use their expertise to support pupils who find managing their own behaviour difficult. This ensures that pupils are settled and ready to learn. However, staff and pupils do not have a secure understanding of the school’s rules and routines. When pupils' behaviour falls below the expected standard, this is not dealt with consistently well.

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Attendance and behaviour Needs attention

Most pupils try their best in lessons, but some pupils do not have positive attitudes to learning. Although leaders have high expectations of pupils' behaviour, these are not shared by all staff. As a result, although the majority of pupils behave well, there are a minority who disrupt the learning of others. Leaders deal with incidents of bullying quickly and effectively.

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Curriculum and teaching Needs attention

Leaders' insights into the quality of the curriculum and how it is taught are accurate. They have identified the right areas to improve, but their work to bring about positive change is at an early stage. Currently, the curriculum in some subjects does not provide teachers with enough information to know what should be taught and when this should happen. This makes it difficult to build pupils' knowledge over time.

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Curriculum and teaching Needs attention

Teachers typically design activities that engage pupils' interest. They also ensure that they promote a love of reading. However, teachers do not consistently teach pupils the key knowledge and skills they need in writing and mathematics. They do not use ongoing assessment information to identify pupils' misconceptions. This leads to gaps in pupils' understanding. In addition, teachers do not provide pupils with enough feedback to help them to improve their work. Some teachers do not use the information they hold about pupils with barriers to learning, including pupils with special educational needs and/or disabilities. As a result, teaching is not adapted well enough and does not meet the needs of some pupils.

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Inclusion Needs attention

Leaders identify pupils' barriers to learning, including the specific needs of pupils with special educational needs and/or disabilities. However, leaders have only recently begun to ensure that staff use this information to provide the support that pupils need to succeed. Currently, leaders do not have a firm understanding of the progress that pupils make towards their individual goals. This makes it difficult for leaders to adjust and adapt the support strategies that are in place.

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Inclusion Needs attention

Leaders have high expectations for disadvantaged pupils. They use additional funding appropriately to support these pupils. However, staff do not have a secure understanding of the strategies that have been designed to support the learning of these pupils. As a result, gaps in disadvantaged pupils' learning do not close as quickly as leaders intend.

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Inclusion Needs attention

In contrast, leaders prioritise the support for pupils who need extra help to develop their early speech and language skills. This includes working closely with families and taking advice from external agencies when appropriate. Leaders ensure that staff support pupils with communication barriers consistently well. Leaders also make sure that pupils who are known to social care receive the support that they need for their wellbeing.

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Leadership and governance Needs attention

Leaders have an accurate insight into what is working well at the school and what needs to improve. They are taking the right actions to bring about positive change. Some of this work is beginning to make a difference. For example, absence rates are reducing and most pupils behave well. However, some of this work is at an early stage and has not had enough of an impact on curriculum design, teaching or pupils' achievement.

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Leadership and governance Needs attention

Governors have supported the school through a turbulent period. However, they do not have sufficient knowledge or expertise to offer purposeful challenge. Consequently, governors have not asked enough questions about pupils' achievement or the impact of additional funding, such as the pupil premium grant.

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Leadership and governance Needs attention

Leaders consider the wellbeing and workload of staff when making decisions. They provide additional time to complete work when needed. Leaders provide a programme of professional learning for staff. Teachers have the opportunity to achieve national qualifications, and staff develop their expertise in supporting pupils with special educational needs and/or disabilities. Recent work includes staff working with colleagues from other schools to share good practice. Leaders provide protected time for teachers to work together to develop aspects of the school's work on curriculum and teaching.

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Leadership and governance Needs attention

Leaders' engagement with the whole school community has developed trust. Parents and carers are positive about recent improvements and they are confident that leaders act in the best interests of pupils.

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Personal development and wellbeing Needs attention

Staff do not have a secure understanding of the personal, social, health and economic education curriculum. Consequently, this is not taught consistently well, which means that pupils do not learn all that they should know. For example, pupils are aware of fundamental British values but have limited knowledge of how this relates to diversity, the law and life in modern Britain. Pupils know that exercise is beneficial to their health. However, they do not have a secure understanding of other aspects of a healthy lifestyle.

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Personal development and wellbeing Needs attention

Leaders provide opportunities to broaden pupils' experiences and develop their interests beyond the classroom. For example, pupils take part in a residential trip where they learn to work together and overcome challenges. Board games and art clubs help pupils to develop their talents and social skills. Rock climbing and triathlon events help pupils to develop their fitness and resilience.

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Personal development and wellbeing Needs attention

Pupils learn about healthy relationships. They understand the importance of personal hygiene and the way their bodies change as they get older. Pupils learn about personal safety. For example, the police visit the school to teach pupils about the risks associated with sharing personal information. This helps pupils to stay safe online. Pupils are taught how to cross the road with care and the dangers associated with open water. This helps them keep safe in their local community.

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Personal development and wellbeing Needs attention

Leaders track pupils' participation in wider opportunities to make sure that disadvantaged pupils, those with special educational needs and/or disabilities and pupils with other barriers to learning have equal access.

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Personal development and wellbeing Needs attention

Leaders and staff know the pupils and their families well. They anticipate when pupils may need extra pastoral support. Pupils have trusting relationships with staff and know where to find help if they need it.

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

Children in the early years benefit from a positive start to their school lives. They develop the knowledge they need to read with accuracy. However, the achievement of pupils in Years 1 to 6 is more mixed. This is because some teaching does not match pupils' needs. This prevents some pupils from overcoming barriers to their learning. Some staff do not consistently help pupils to know how to improve their work. This has a negative impact on the quality of work that they produce. It also hinders their progress through the curriculum. Although pupils generally behave well, some lessons are disrupted by poor behaviour, and some pupils do not attend school as often as they should. As a result, some pupils are not prepared well enough for the next stage in their education.

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

Pupils are safe and have positive relationships with staff and their classmates. Some pupils say that they experience name-calling. However, leaders and staff deal with such incidents, including bullying, quickly and effectively.

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

Pupils are fully involved in the life of the school and participate in the charitable work of the church. Music is an important part of school life. For example, pupils learn to play musical instruments, and many develop this further through the school's link with a local youth brass band. In addition, pupils sing together often, and some pupils represent the school in the Cathedral choir.

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

Pupils benefit from visits to enhance their learning. For example, they explore the Manchester Ship Canal when learning about their community's role in the Industrial Revolution. They talk enthusiastically about the books that they read in class.

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Next steps

Governors should ensure that they have the knowledge and expertise to offer appropriate challenge to leaders on all areas of the school's work, including pupils' achievement. Leaders should ensure there is a well-designed curriculum in place for all subjects so that teachers know what should be taught and pupils are able to build their knowledge securely over time.

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Team inspector:

Peter Berry, Ofsted Inspector Leaders should ensure that staff design learning that meets pupils' needs and addresses misconceptions and gaps in learning so that pupils know how to improve their work and they are better equipped to achieve well. Leaders should ensure that staff use information about pupils' barriers to learning, including their special educational needs and/or disabilities, so that they provide suitable support that enables these pupils to learn all that they should and succeed. Leaders should ensure that staff follow the approach to managing behaviour consistently well so that incidents of poor behaviour reduce and pupils' learning is not disrupted. Leaders should continue to work with families to reduce barriers to regular attendance so that absence rates decline further. Leaders should ensure that the personal, social, health and economic education curriculum is taught consistently well so that pupils are fully prepared for life beyond

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About this inspection

The chair of the board of governors in this school is Michael Downey.

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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

The inspection took place on 14 and 15 July 2026.

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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 and other senior leaders, governors, staff and pupils in the school during the inspection. Inspectors also spoke with parents and carers at the start of the school day.

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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. It is in the Diocese of Salford. Its last section 48 inspection was in May 2023.

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About this inspection

The school currently uses no alternative provision.

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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 14 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. National average: 26.3%

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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

2023/24 (final) 58% 61% 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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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) 75% 72% Close to average

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average

2023/24 (final) 69% 72% 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

2023/24 (final) 70% 73% 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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average

2024/25 (final) 43% 47% Close to average

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average

2023/24 (final) 46% 46% Close to average

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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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average

2024/25 (final) 64% 63% Close to average

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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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average

2024/25 (final) 64% 59% Close to average

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average

2023/24 (final) 62% 58% Close to average

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average

2022/23 (final) 60% 58% Close to average

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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

2023/24 (final) 62% 59% Close to average

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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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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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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

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Urgent improvement

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