St. Joseph’s CofE Junior School

About St. Joseph’s CofE Junior School Browse Features

St. Joseph’s CofE Junior School


Name St. Joseph’s CofE Junior School
Ofsted Inspection Rating Requires improvement
Address Orchard Street, Chichester, PO19 1DQ
Phone Number 01243783709
Type Academy
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 148 (54.7% boys 45.3% girls)
Number of Pupils per Teacher 16.5
Academy Sponsor Diocese Of Chichester Academy Trust
Local Authority West Sussex
Percentage Free School Meals 31.1%
Percentage English is Not First Language 14.8%
Persistent Absence 15.9%
Pupils with SEN Support 20%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (27 March 2019)
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information about the progress that pupils make. They are currently over-reliant on

information showing short-term progress. In some cases, this is resulting in low expectations of the progress that pupils can make. Safeguarding The arrangements for safeguarding are effective. Leaders have created a culture that keeps pupils safe. Senior staff in the school and the MAT have developed a thorough approach to recording concerns about pupils? well-being. This systematic approach ensures that all information is well kept and readily available. Adults working in the school have a secure understanding of their role in keeping pupils safe. The school?s approach to monitoring the well-being of pupils has been strengthened. A consistent approach is beginning to identify pupils with issues before those concerns become too big. This has resulted in a methodical approach to ensuring that pupils get the support they need. For example, staff have regular opportunities to share and discuss any concerns and worries they may have about pupils? well-being. Quality of teaching, learning and assessment Requires improvement Lessons are not challenging enough to ensure that pupils fulfil their potential. This is particularly the case for the most able. This is because teachers do not quickly identify gaps in pupils? knowledge left behind by previous weak teaching. Consequently, pupils are not rapidly catching up in their learning, and teachers are not identifying pupils who have fallen behind. Teachers do not consistently check whether pupils have the knowledge they need to complete tasks or what aspects of a task pupils do not know or understand. This means that activities are not always suitably designed to help pupils make the progress they are capable of. The wider curriculum, although improving, does not yet ensure that pupils have the knowledge they need. Although pupils experience the broad curriculum they are entitled to, the sequence of knowledge that pupils need to learn for each subject is not clear. As a result, pupils have gaps in their knowledge that prevent them from building on what they already know. The behaviour of pupils in lessons has significantly improved. Lessons run smoothly, with no interruptions. Pupils say that low-level disruption is very rare. This calm atmosphere is the result of a consistent approach from leaders and staff that is well known and understood by everyone. Although pupils are well behaved in lessons, some pupils are not as engaged in their learning as they need to be to fulfil their potential, particularly when lessons are not sufficiently challenging. In mathematics, there are clear expectations for how lessons will be planned and delivered. Where these expectations are being delivered, teaching is more effective and pupils make good progress. A good example of this can be seen in the introductory activities delivered at the beginning of some lessons. When used well, teachers use these tasks to quickly assess what pupils understand. This then provides the stretch that most-able pupils need, enabling them to make better progress because they go straight on to more challenging activities. The teaching of reading has recently improved. Leaders have introduced a clear approach to how reading is taught that is beginning to be delivered consistently across the school. As a result, pupils are reading more regularly at school and at home. They are also listening to stories every day. This approach to reading is now also used as the basis for the wider curriculum, with most subjects taught using a range of high-quality texts. Personal development, behaviour and welfare Good Personal development and welfare The school?s work to promote pupils? personal development and welfare is good. Pupils are safe and happy. Older pupils in the school say that behaviour has improved because of the headteacher?s ?strict and kind? approach. Leaders have introduced a comprehensive approach that considers all areas of pupils? personal development. Staff receive ongoing training, and senior leaders regularly check to see how effectively this training is applied. The personal, social, health and economic curriculum is designed to prepare pupils well for life. This strong aspect of the school is making a significant contribution to the positive culture in the school. The high expectations of behaviour are not yet consistent at all times of the school day. Behaviour The behaviour of pupils is good. Leaders have a high profile in the school, reinforcing high expectations of behaviour and ensuring that pupils are on-task. This has led to a consistent approach that is well known and understood by pupils and staff alike. As a result, most pupils now behave well, treating staff and each other with kindness and respect. Sanctions and rewards are successful and encourage pupils to be calm and thoughtful. Leaders have introduced a number of approaches to support pupils with more complex needs. This has reduced the amount of challenging behaviour in the school. A good example of this is the better outcomes being achieved by pupils who are at risk of being excluded. Pupils? attendance has improved. Leaders now act quickly to address any poor attendance and have introduced a range of approaches to support pupils? good attendance. For example, changes to the start of the day have increased attendance and reduced lateness. As a result, rates of attendance have improved and are now broadly in line with national averages. Pupils say that bullying is now rare. They say that this is because staff always listen to them and address their concerns. Pupils understand the anti-bullying approach and say that staff really care for them. Outcomes for pupils Requires improvement Pupils are not yet making enough progress to reach their potential. The standards pupils reach by the time they leave the school have improved but are still not high enough. With the better-quality teaching and improved behaviour, pupils now make more progress in their lessons. However, teaching is not yet strong enough to ensure that pupils with gaps in their knowledge are given the support they need quickly enough. Systems to identify gaps in pupils? learning are not yet secure. Not all teachers have the subject knowledge that they need to ensure that they can assess accurately what pupils know and understand. The system to track pupils? progress is in its infancy and provides only limited information. Other forms of assessment, such as monitoring the work in pupils? books, are not yet robust enough to be reliable. Consequently, pupils who are not making enough progress are not quickly identified. There is no difference between the progress of disadvantaged pupils and other pupils in the school. Disadvantaged pupils, like those with SEND, are now well supported and closely monitored. Pupils with the highest level of need, and those with the most challenging behaviour, increasingly get the support they need. Recent evidence shows that these pupils are beginning to make better progress. This is the result of a greater awareness of their starting points and more effective and consistent classroom support. Pupils are beginning to make more progress in reading. The clear strategy for the teaching of reading is leading to more effective and regular opportunities for pupils to practise their reading skills. The regular opportunities for pupils to listen to good-quality stories are also increasing pupils? enjoyment of books. Leaders have acted to ensure that all pupils have the secure phonics knowledge they need to become fluent readers. School details Unique reference number 143553 Local authority West Sussex Inspection number 10056598 This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act. Type of school Junior School category Academy sponsor-led converter Age range of pupils 7 to 11 Gender of pupils Mixed Number of pupils on the school roll 162 Appropriate authority Board of trustees Chair Mark Talbot Headteacher Richard Hall Telephone number 01243 783 709 Website www.centralceacademy.org Email address [email protected] Date of previous inspection 17?18 May 2017

Summary of key findings for parents and pupils

This is a school that requires improvement This school has made good progress since its last inspection. However, it still requires improvement in a number of aspects in order to become good. Pupils do not leave the school having reached high enough standards. Attainment at the end of Year 6 is improving but remains lower than it should be. The quality of teaching is not yet good throughout the school. Pupils do not always get work that is challenging enough. This is resulting in some pupils not making the progress they are capable of. The curriculum is new and not yet established. As a result, it does not give pupils the knowledge they need to be ready for the next stage in their education. Leaders? oversight of the progress pupils make is not yet robust enough to ensure that pupils fulfil their potential. The school has the following strengths The determined efforts of leaders and staff have led to improvements in all areas. Leadership in the school is now good. Senior leaders have established a culture of learning and respect within the school. As a result, most pupils are actively engaged in their learning. Behaviour is good. Leaders have a high profile in the school and high expectations of behaviour. As a result, pupils are calm in and around the school. The majority of parents and carers are supportive of and positive about the school. They are pleased with the improvements in the school and say that their children are safe and happy. The multi-academy trust (MAT) has a firm hand on the school. Senior leaders in the MAT closely monitor the school to ensure that pupils are safe and making progress. Pupils are safe and happy. The school is calm. Pupils are sensible, caring and well behaved.