St Joseph’s Catholic Primary School

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St Joseph’s Catholic Primary School

Name St Joseph’s Catholic Primary School
Ofsted Inspection Rating Good
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.
Inspection Date 28 April 2016
Address Scratton Road, Stanford-le-Hope, Essex, SS17 0PA
Phone Number 01375672217
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 238 (53% boys 47% girls)
Number of Pupils per Teacher 22.8
Academy Sponsor Christus Catholic Trust
Local Authority Thurrock
Percentage Free School Meals 11.2%
Percentage English is Not First Language 5.9%
Persisitent Absence 8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This school is an average-sized primary school. Reception children are taught in one class. Elsewhere, each pair of year groups is taught in three mixed-age classes: Years 1 and 2, Years 3 and 4, and Years 5 and 6. The proportion of pupils supported by the pupil premium funding is below average. The pupil premium is additional funding provided by the government to support pupils known to be eligible for free school meals and children looked after by the local authority. The majority of pupils are from White British backgrounds. Approximately one-quarter are from minority ethnic groups, the largest being African. One in 20 pupils speak English as an additional language. The proportion of pupils who have special educational needs or disability is below average, although a relatively high number have a statement of special educational needs or an education, health and care plan. In 2015, the school met the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school St Joseph’s has improved rapidly since the monitoring visit of January 2015. In particular, writing standards are higher and the quality of teaching has improved through more rigorous checks. The governing body is effective. A review of its work has brought about beneficial changes, and guidance is provided by an improvement board. The leadership structure is much more effective, particularly how phase leaders draw on the expertise and ideas of all staff to provide consistently good-quality teaching and learning. Specialist teaching, such as in mathematics, enhances pupils’ learning. Pupils overall make good progress in their academic and personal development. They are well prepared for the next stage in their learning. The interesting and innovative curriculum stimulates pupils’ curiosity and thirst for learning. Teaching assistants are effective, particularly when supporting pupils who have special educational needs or disability. Pupils’ spiritual, moral, social and cultural development is a strength of the school and is at the heart of everything the school does. The vast majority of pupils behave well in and around the school. Pupils’ attitudes to learning are very positive. They want to achieve and show good learning habits in school. They cooperate and collaborate well. Pupils say they feel safe and happy at school, and staff care for them well. Early years provision is a strength of the school. These children settle quickly, demonstrate a love of learning and make good progress. Parents support the school and make a strong contribution to their children’s learning. It is not yet an outstanding school because : Writing tasks are not pitched at the correct level of difficulty for the most able pupils. Some pupils struggle at first when moving from Reception to the relative formality of the Year 1 and 2 classes, and so progress falters. The school’s action plan does not clearly identify how the most important priorities for improvement are to be achieved, and a realistic time frame in which to do this.