St Joseph’s Catholic Primary School

About St Joseph’s Catholic Primary School Browse Features

St Joseph’s Catholic Primary School


Name St Joseph’s Catholic Primary School
Website http://www.stjosutton.net
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Little Sutton Lane, Sutton Coldfield, B75 6PB
Phone Number 01213546270
Type Academy
Age Range 5-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 411 (50.4% boys 49.6% girls)
Number of Pupils per Teacher 23.9
Academy Sponsor St. John Paul Ii Multi Academy Company
Local Authority Birmingham
Percentage Free School Meals 6.1%
Percentage English is Not First Language 14.6%
Persistent Absence 6.5%
Pupils with SEN Support 5.8%%
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Main findings

St Joseph's Primary School is an outstanding school. It is exceptionally well led and managed and enables its pupils to achieve excellent outcomes.

Consequently, the school gives outstanding value for money. Since joining the school, the headteacher and deputy headteacher have put into place important developments that have led to significant improvement in key areas of provision and outcomes. They have implemented robust procedures for monitoring each pupil's progress, which leads to the identification of pupils in danger of not meeting their targets.

Highly effective intervention support is put in place so that pupils get back on track. This has led to a rise in standards at the end of Year... 6, which are now high. A similar initiative has been implemented to improve the quality of teaching and learning.

Senior leaders observe lessons on a regular basis. Feedback and improvement targets are given to teachers and areas for whole school development are identified. This monitoring has led to improved teaching.

Any inadequate teaching has been eradicated and most teaching is now good or better. Because of the scale and pace of improved provision and outcomes, the school is judged to have an excellent capacity to sustain further improvement. Attainment in English and mathematics has been consistently above the national average since 2006.

Standards have been steadily rising since the previous inspection and are now high in English and mathematics. Progress at Key Stage 2 has been steadily rising over the last three years. It was satisfactory in 2008 and outstanding in 2010.

Current Year 6 pupils have made similar progress through Key Stage 2, with most pupils exceeding the challenging targets set for them. An important improvement has been the development of rigorous assessment procedures to monitor pupils' progress. These have generally been implemented effectively and have helped to raise standards.

However, assessment procedures, including marking of work, do not fully involve pupils in evaluating their own progress or provide them with a secure understanding of how they might improve their own work. Similarly, adults' observation of children in the Early Years Foundation Stage is not yet used as well as they could be to provide a base for planning the detailed next steps in learning. Pupils thoroughly enjoy school.

They find work very interesting, especially the changes brought about by the introduction of topics in the creative curriculum. This development and other curriculum provision means that the range of learning opportunities is excellent. Pupils feel very safe in school.

This is supported by the school's excellent safeguarding procedures and the outstanding care, guidance and support shown by the school. Pupils have an exceptional understanding of what constitutes an unsafe situation and all spoken to can identify someone to go to if they are concerned. Behaviour is excellent and makes a significant contribution to the quality of learning and the extent to which pupils are happy in school.

Pupils are exceptionally well prepared for the next stage of their education through developing very good core skills in language, mathematics and information and communication technology. Wider opportunities include enterprise events and the chance to work collaboratively, which prepare them further for the wider world. However, pupils show limited understanding of life outside their own immediate experiences.

Opportunities to develop this aspect of their knowledge and understanding through the school's approach to community cohesion is still not fully developed and links with other schools, both locally and further afield, are in the early stages of development.

Information about the school

This is an average-sized primary school. The proportion of pupils known to be eligible for free school meals is well below the national average.

There are very few pupils from minority ethnic backgrounds or who are at the early stages of learning English. All pupils are Roman Catholic. The percentage of pupils identified with special educational needs and/or disabilities is lower than in other schools and the proportion with a statement of special needs is broadly average.

The Sunshine Club provides before- and after-school care each day during term and is managed by the governing body. The headteacher joined the school at the time of the previous inspection and the deputy headteacher in the following year. The school has been awarded the Sports Activemark.