Saint Joseph's Catholic Primary School, the Borough

St Joseph's Catholic Primary School Inspection report

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100834 Unique Reference Number Southwark Local Authority 307501 Inspection number 10–11 February 2009 Inspection dates Sue Vale Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Primary Type of school Voluntary aided School category 3–11 Age range of pupils Mixed Gender of pupils Number on roll 234 School (total) 0 Government funded early education provision for children aged 3 to the end of the EYFS 0 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Canon Michael Cooley Chair Mrs Sue Barber Headteacher 27 June 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Little Dorrit Court School address Redcross Way London SE1 1NJ

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3–11 Age group 10–11 February 2009 Inspection dates 307501 Inspection number 020 7407 2642 Telephone number 020 7357 0913 Fax number

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3–11 Age group 10–11 February 2009 Inspection dates 307501 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. 3 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

Saint Joseph's is an average sized Catholic Primary School. A Nursery and Reception class with the equivalent of 56 full-time places make up the Early Years Foundation Stage. Approximately two thirds of pupils speak English as an additional language. There are 39 different languages spoken, the major minority ethnic group are Black African heritage. The number of pupils who leave or join the school other than at the usual time is high throughout the school. An average proportion of pupils has learning difficulties and/or disabilities. These largely relate to behaviour, social, emotional, and speech and communication difficulties. The school has the Healthy School and Active School awards.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 4 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009

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Grade: 2

St Joseph's Catholic Primary is a good school. Outstanding care, guidance and support pervade the Catholic ethos of the school. Pupils achieve well and make good progress. A strong staff team works hard to support the effective headteacher. Pastoral care and support are excellent and underpin the pupils' very good personal development and well-being. Parents, who are overwhelmingly supportive of the school, recognise this. As one wrote, 'I have had four children attend St Joseph's and each one has developed into a kind and thoughtful child, maintaining the ethos of the school.' Children make a good start in the Early Years Foundation Stage. They continue to make good progress as they move through the school and are achieving well overall. This is despite around a third of pupils in each year group leaving and starting at times other than expected. Good progress throughout the school is resulting in the older pupils reaching higher standards in

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Grade: 2

lessons and in their work. Standards are now above average and show that the school is building successfully on the broadly average results attained in national tests over the last few years. Standards in reading are higher than in writing. Many pupils make very good progress in their reading, particularly those who started with low literacy skills. The school recognises that too few pupils are attaining the highest level by the end of Year 6 in English and is aware of the need to support pupils in developing their writing skills. Strategies, such as those seen during the time of the inspection where Year 5 parents were invited in to be involved in the 'Impact for learning' with their children, are positive ways that the school is improving standards. These opportunities are thoroughly enjoyed by all who were involved and one reason why pupils achieve so well in reading. This is a positive start to build on in order to improve standards in

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Grade: 2

writing. Teaching is good overall. Its impact has been strengthened by rigorous monitoring of pupils' progress and of the quality of teaching, as well as the provision of extra resources, such as intervention groups for those who need more help, and challenge for gifted and talented pupils when necessary. A new tracking system for assessment of pupils' progress enables teachers to monitor pupils' progress rigorously and to support any underachievement as it may arise. There is a varied and interesting curriculum and good opportunities for pupils to engage in a range of extra-curricular activities. These contribute to the pupils' considerable enjoyment of school. Staff know their pupils well and relationships are good both between pupils and between adults and pupils. They provide a high quality of care and support and consequently pupils feel very safe and respond by behaving well. Pupils understand about the need to live 'healthy lives'

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Grade: 2

and there are a number of interesting and varied opportunities to extend their learning. The spiritual, moral, social and cultural needs of pupils are well fostered and support their personal development and well-being. The school is well led and managed. Strong teamwork, along with the supportive and knowledgeable governing body, ensures that the school is forward-looking and that it's self-review is accurate. The new management structure is working well. The governors act effectively as critical friends. Given the school's record of accomplishment, its capacity to improve further is good. 5 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009

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Grade: 2

Children receive a good start to their education in the well-organised Early Years Foundation Stage. The majority of children enter the Nursery with very low skills in communication and language, and limited personal, social and emotional development. The staff rightly focus on supporting children in these aspects. This results in children making good progress across the areas of learning, so that an increasing number of children leave the Early Years Foundation Stage and enter Year 1 with skills and understanding that are broadly in line with what is expected for their age. There has been a significant improvement in children's ability to link sounds and letters. Writing remains a relatively weaker skill. The environment inside and outside, while used well, is in need of refurbishment and reorganisation to ensure easier and more child-friendly access to it.

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What the school should do to improve further

■ Review the organisation of the Early Years Foundation Stage to ensure a free flow of movement between Nursery and Reception and the outdoor learning environment.

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Grade: 2

Pupils make good progress in each year group from starting points well below expectations for their age in the nursery. Pupils are now reaching above average standards in their work by the end of Year 6. More pupils than usual are achieving high standards in reading but standards in writing are not as high. Nevertheless, overall achievement is good. There is little difference in the attainment among different group of pupils. There is some slight underachievement by White British pupils. The school is aware of this and has put in place strategies such as additional phonics support. Good support enables pupils with learning difficulties and/or disabilities to make progress that equals that of others and which is sometimes better. Pupils who speak English as an additional language also progress well. In lessons observed by inspectors, there was no significant difference between the progress made by boys and girls.

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Grade: 2

Staff place the highest importance on developing pupils' self-esteem and confidence. The impact of this emphasis can be seen in pupils' good behaviour, their enjoyment of school and the positive relationships between staff and pupils. Pupils' spiritual awareness is well developed and strongly reinforced by the school's religious identity. Prayer and liturgies are central to all aspects of school life. Pupils' good cultural development results from the many opportunities to experience art, music, drama and dance. Pupils really enjoy the extended curriculum opportunities which are on offer such as working with a visiting theatre group. The school has put in place effective measures to improve the attendance rate, which is satisfactory. Pupils develop an excellent understanding of how to stay safe and adopt healthy, fit and safe lifestyles. The opportunities pupils have to contribute to the school and wider community are

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Grade: 2

good. Pupils' skills in literacy and mathematics prepare them well for the future. Pupils say they feel safe at school and are confident that if any incidents of bullying occur, they are dealt 6 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009 with swiftly. Pupils have extremely positive attitudes towards school and learning. The school council is influential in making decisions, for example about which charities to support.

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Grade: 2

Teachers manage their classes well. They have established positive working atmospheres in which pupils come ready to learn. They make effective use of interactive whiteboards to make lessons more interesting and to explain concepts more clearly. In the majority of lessons, learning objectives are clear and shared with pupils. As a result, pupils know what they are expected to learn and this helps them to make good progress. They also receive constructive feedback on how well they have done and how they might improve further. There are good opportunities for pupils to express and develop their ideas and effective use is made of 'talk partners'. Support staff are used well and consequently pupils who are new to learning English and those who have more difficulties with their learning achieve as well as their peers and make good progress in their learning. In the small number of lessons which could be improved, the pace is too slow

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Grade: 2

and so pupils lose interest in their learning.

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Grade: 2

The school has rightly focused on the development of an interesting, varied and relevant curriculum to cater for the pupils' backgrounds and interests. This has contributed positively to improved rates of progress. Provision for information and communication technology is good. This is an improvement from the last inspection. Staff are beginning to make good links between subjects and are setting pupils tasks that encourage them to use their imagination and encourage creativity. A suitable range of educational visits and links with other schools and external agencies support pupils' learning and broaden their experiences. Pupils are enthusiastic about their learning and take part wholeheartedly, partly due to the introduction of a more active approach to learning. There are many interesting activities that add colour and enjoyment for pupils, and contributes significantly to their good personal development

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Grade: 1

Pupils feel safe because their welfare is at the centre of all that the school does. A strong commitment on behalf of all the staff ensures an outstanding caring environment. This results in an excellent level of care and support for all pupils. Pupils say that there are many adults who they can turn to when necessary. The school complies with statutory safeguarding procedures. Support for pupils with learning difficulties and/or disabilities is well structured and supports them in the very good progress they make. Strong links with external agencies ensure all pupils receive a very good level of support and make good progress. Marking of pupils' work is positive and constructive. The school is seeking ways of extending the already very good opportunities for parents to be directly involved with their children's learning. Assessment is rigorous and fully supports pupils in their learning, giving them many opportunities

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Grade: 1

to reflect on their own and others' progress. 7 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009

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Grade: 2

The management structure was reorganised at the start of this school year. This strengthened the senior team, under the good leadership of the headteacher, and is having a positive impact on moving the school forward. There is more effective joint planning and a much greater sense of teamwork. The school has rightly identified as a priority raising the standards in writing to the same standards or better as those which pupils achieve in reading. Such initiatives by the school are underpinned by a thorough analysis of the data and supported by appropriate training. The school knows its strengths and weaknesses well. Community cohesion is good. The school has close links with the Catholic parish and promotes understanding of local, national and global communities. Governance is good. Governors are supportive of all that the school does and are proactive in helping the school to grow and move forward.

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Grade: 2

8 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 9 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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needs of learners?

Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well being? 2 The capacity to make any necessary improvements

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EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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Achievement and standards

2 How well do learners achieve? 2 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 10 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 The extent to which learners enjoy their education 3 The attendance of learners 2 The behaviour of learners 2 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 1 How well are learners cared for, guided and supported?

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 2 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 11 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009

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Text from letter to pupils explaining the findings of the inspection

03 March 2009 Dear Pupils Inspection of St Joseph's Catholic Primary School,London,SE1 1NJ Thank you very much for making us feel so welcome when we came to visit your school. Yours is a good school and it has improved very well since its last inspection. This is what we found out.

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Text from letter to pupils explaining the findings of the inspection

■ You work hard and make good progress in your learning.

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Text from letter to pupils explaining the findings of the inspection

■ There is outstanding care, guidance and support in your school.

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Text from letter to pupils explaining the findings of the inspection

■ Your headteacher and all the other staff look after you very well.

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Text from letter to pupils explaining the findings of the inspection

■ The standards that you reach are improving.

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Text from letter to pupils explaining the findings of the inspection

■ Your teachers teach you well and many of your lessons are fun and interesting.

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Text from letter to pupils explaining the findings of the inspection

■ You learn about lots of different things.

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Text from letter to pupils explaining the findings of the inspection

■ The school is very well led and managed by your headteacher, the senior management team, and the governing body. In order to make the school even better, I have asked your headteacher, governors and staff to:

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Text from letter to pupils explaining the findings of the inspection

■ help you to get even better at your writing

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Text from letter to pupils explaining the findings of the inspection

■ look at the way the Early Years Foundation Stage is organised in order to help things run more smoothly between Nursery, Reception and the use of the outdoor area. Thank you once again and we wish you good luck for the future. Yours faithfully Sue Vale Lead Inspector 12 of 12 Inspection Report: St Joseph's Catholic Primary School, 10–11 February 2009

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