St Joseph's Catholic Primary School Closed - academy converter Feb. 28, 2013
phone: 0114 *** ***
headteacher: Mrs S Armitage
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- Close date
- Feb. 28, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 440973, Northing: 386301
- GPS coordinates
- Latitude: 53.372, Longitude: -1.3856
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- June 13, 2012
- Diocese of Hallam
- Region › Const. › Ward
- Yorkshire and the Humber › Sheffield South East › Darnall
- Urban > 10k - less sparse
- St Joseph's Catholic Primary School S139AT (254 pupils)
- 0.1 miles Handsworth First School S139AW
- 0.3 miles Ballifield Primary School S139HH (497 pupils)
- 0.3 miles Handsworth Christian School S139BJ (88 pupils)
- 0.6 miles Athelstan Primary School S138HH (519 pupils)
- 0.6 miles Handsworth Grange Community Sports College S139HJ (998 pupils)
- 0.6 miles Athelstan Middle School S138HH
- 0.6 miles Athelstan First School S138HH
- 0.6 miles Handsworth Grange Community Sports College Academy S139HJ (998 pupils)
- 0.9 miles Stradbroke Primary School S138LT (471 pupils)
- 0.9 miles The City School S138SS
- 0.9 miles Stradbrooke Middle School S138LT
- 0.9 miles Stradbrooke Nursery and First School S138LT
- 0.9 miles Stradbroke Tertiary College S138FD
- 0.9 miles Outwood Academy City S138SS (952 pupils)
- 1 mile Woodhouse West Primary School S137BP (322 pupils)
- 1.3 mile Pipworth Junior School S21AA
- 1.3 mile Pipworth Nursery Infant School S21AA
- 1.3 mile Brunswick Community Primary School S137RB (461 pupils)
- 1.3 mile Woodthorpe Primary School S138DA (392 pupils)
- 1.3 mile Sheffield Park Academy S21SN (896 pupils)
- 1.3 mile Pipworth Community Primary School S21AA (511 pupils)
- 1.4 mile Acres Hill Community Primary School S94GQ (298 pupils)
- 1.4 mile Waltheof School S21RY
St Joseph's Catholic Primary School
|Inspection date(s)||13–14 June 2012|
|Unique Reference Number||107153|
|Inspect ion number||377543|
|Inspect ion dates||13–14 June 2012|
|Lead inspector||Rosemary Eaton|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||219|
|Appropriate authority||The governing body|
|Date of previous school inspection||16 September 2008|
|School address||St Joseph's Road|
|Telephone number||0114 2692773|
|Fax number||0114 2548802|
|You can use Parent View to give Ofsted your opinion on your child's school. |
Ofsted will use the information parents and carers provide when deciding which
schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or look
for the link on the main Ofsted website: www.ofsted.gov.uk
This inspection was carried out with two days' notice. The inspectors observed 14 lessons
taught by 11 teachers. Meetings were held with staff, groups of pupils, and members of the
governing body. The inspectors took account of the responses to the on-line Parent View
|Rosemary Eaton |
|Additional inspector |
survey in planning the inspection and observed the school's work. They looked at
documents, including the school’s assessments of pupils’ attainment and progress, records
of incidents of poor behaviour, a number of individual education plans, and samples of
pupils’ work in English and mathematics. The 151 questionnaires returned by parents and
carers were read and analysed, as were others from staff and pupils.
Information about the school
This is an average-sized primary school. A smaller than average proportion of pupils is
known to be eligible for free school meals. The proportion of pupils supported at school
action plus or with a statement of special educational needs is above average. Most pupils
are from White British backgrounds, with a very small minority of pupils speaking English as
an additional language. The school meets the current floor standards, which set the
government’s minimum expectations of attainment and progress. Since the previous
inspection, there have been a number of significant staff changes and unavoidable
absences. The school’s recent awards include the Global Schools award and the Activemark.
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Achievement of pupils||3|
|Quality of teaching||3|
|Behaviour and safety of pupils||3|
|Leadership and management||3|
- This is a satisfactory school. It is not yet good because there is not enough good and
outstanding teaching, achievement is weaker in mathematics than in English, and boys’
attainment lags behind that of girls. Schools whose overall effectiveness is judged
satisfactory may receive a monitoring visit by an Ofsted inspector before their next
section 5 inspection.
- Children make good progress in the Early Years Foundation Stage. After that, progress
is satisfactory and pupils go on to reach broadly average levels of attainment. There
are signs that progress is accelerating as teaching improves and recent developments
in the curriculum heighten boys’ motivation. Pupils perform best in writing because the
school has made a concerted effort to improve this aspect of learning. Pupils do not
use and apply their mathematical skills confidently.
- The management of the school’s performance, including the leadership of teaching,
has been strengthened since the previous inspection. That has led to teachers being
more aware of the levels at which pupils are working and the next steps they each
need to take. Despite that, higher-attaining pupils are not always set work that is
sufficiently challenging. During lessons, the pace of learning slows sometimes, for
example, when activities go on for longer than necessary.
- Pupils have positive attitudes to learning. Behaviour is satisfactory, although pupils,
mostly, behave well in lessons and at playtimes. Bullying is rare and pupils from
different backgrounds work and play together noticeably well.
- The headteacher, other leaders, staff, and the governing body demonstrate clearly
their commitment to caring for all aspects of pupils’ development. More rigorous
monitoring of the school’s work has led to improvements in a number of important
aspects, including teaching, attendance, and pupils’ writing. Leaders are well aware of
where more improvement is needed.
What does the school need to do to improve further?
- Increase the amount of teaching that is good or outstanding by focusing particularly
- ensuring that higher-attaining pupils are consistently set work that challenges
them to work at the highest possible levels
- maintaining a fast pace of learning from the start to the finish of lessons.
- Improve achievement in mathematics so it, at least, equals that in English by:
- providing more opportunities for pupils to practise using and applying their
- ensuring that, when marking work in mathematics, teachers inform pupils how
they can improve and then require them to act on this advice.
- Raise boys’ attainment in English and mathematics at least to that of boys nationally
- embedding and extending the new approaches to the curriculum that are
increasing boys’ enjoyment and motivation
- ensuring that children in the Early Years Foundation Stage have more frequent
opportunities to learn outdoors.
Achievement of pupils
When children join the Nursery class, their skills levels, particularly those of boys, are
typically below the expectations for their age. Boys and girls make good progress during the
Early Years Foundation Stage. They are generally working within the expected levels by the
end of the Reception Year, although the gap between boys’ attainment and that of girls
remains. Children, quickly, develop an enthusiasm for learning. When given the opportunity
to choose where to learn, boys, in particular, make a bee-line for the outdoors. They relish
gardening, playing at fishing, and, for example, searching for ‘The Queen’s Knickers’ as part
of imaginative activities linked to the book they are reading.
Following the good start, progress in Key Stages 1 and 2 is satisfactory, although there is
variation, depending on the quality of teaching. Together with broadly average attainment,
that means that achievement is satisfactory. Systems for tracking pupils’ progress have been
refined so the school identifies and steps in more quickly when an individual starts to falter.
That is a factor in the improving rates of progress indicated by the school’s data, which, for
example, shows that the current Year 2 have made good progress during Key Stage 1.
Disabled pupils and those with special educational needs make satisfactory progress when
their particular starting points are considered. A range of agencies provides specialist advice
to staff and sometimes works directly with pupils.
The gap between the attainment of boys and girls is wider than average, although there are
signs that it is starting to narrow. A smaller than average proportion of pupils reaches Level
5 at the end of Year 6. Pupils use their reading and writing skills confidently in different
subjects. The school has identified the need to provide more opportunities for pupils to
practise and consolidate their mathematical skills in order to improve achievement in
mathematics. Attainment in reading is broadly average at the end of both Year 2 and Year
6. Lower-attaining pupils in Key Stage 1 demonstrate an increasing ability to tackle unknown
words by blending together the sounds made by letters. A fluent and expressive reader in
Year 6 explained how he had improved as a result of practising regularly, teachers’
encouragement, and being able to choose books that interested him.
In most lessons, there are periods when pupils are learning well. The pace is not always
maintained throughout because, for example, pupils’ motivation flags when they have to
spend too long listening to the teacher. Pupils respond enthusiastically to opportunities to
work in teams and when there is an element of competition. Their literacy books show that
pupils take pride in this work. They tend to take less care over presentation in mathematics.
Quality of teaching
Parents and carers mostly believe that teaching is good, but the inspection reveals too much
variation for it to be more than satisfactory at present. Continuing changes in the
curriculum, for example, the greater use of practical activities and first-hand experiences,
are increasingly reflected in teaching and are popular with pupils. The school is seeking to
build on that work by using pupils’ questions as starting points for learning, in order to
motivate them further and accelerate progress, particularly that of boys. Currently, the best
lessons are centred on topics that are relevant to pupils’ needs, ages, and interests. A
literacy lesson based on images of last year’s city riots gripped Year 6 pupils and the
resulting discussions generated a wide range of powerful vocabulary. Additionally, the
teacher challenged pupils skilfully to consider moral and social issues, developing their ability
to empathise with others. Teachers seize such opportunities frequently to promote pupils’
personal development. Children in the Early Years Foundation Stage have only limited
chances to choose to learn in the stimulating and attractive outdoor area.
Teachers have had training in ways of enabling pupils to judge when they have learned
successfully. The use of such success criteria is now a consistent and effective feature of
teaching. It is at its best when criteria take account of what different groups of pupils are
expected to learn. That means that higher-attaining pupils appreciate that they are required
to work at higher levels. Similarly, in a number of lessons, tasks are modified to provide
additional challenge, for example, when some Year 2 pupils were asked to not only take
measurements to check the accuracy of their estimations, but also to calculate the
difference between the two figures. On too many other occasions, tasks for higher-attaining
pupils are not sufficiently distinct from those of pupils attaining at lower levels.
Teaching takes suitable account of the needs of disabled pupils and those with special
educational needs. Teaching assistants play a key role often by leading small groups when
others are working independently. Also, they encourage less-confident or articulate pupils to
contribute to discussions. Relationships between adults and pupils are strong and pupils are
confident that they receive the help they need. Marking is less effective in mathematics than
English. Pupils are not given enough guidance about how they can improve, nor are they
required always to correct their mistakes.
Behaviour and safety of pupils
Parents and carers are generally positive about pupils’ behaviour, but some do have
concerns. During the inspection, pupils were well behaved in lessons and at playtimes.
However, records, which are maintained carefully by the school, show that lessons and
playtimes are disrupted more than occasionally. A significant proportion of such incidents
relates to a small number of pupils with identified behavioural difficulties, who find it hard to
control their emotions and behaviour. Other pupils are, understandably, unsettled by
outbursts of aggressive behaviour, sometimes directed at staff. Their view is that behaviour
is usually good, but not always. The inspectors agree and judge behaviour to be
satisfactory. The school uses a range of approaches to encourage pupils to manage their
own behaviour, such as ‘friendship groups’ to develop social skills. There is evidence of
some improvements over time, such as a reduced need to impose sanctions.
Pupils have a good awareness of different types of bullying. They know they should report
any concerns and are confident that staff would act swiftly in response. Pupils say and
records confirm that bullying is rare. During lessons, pupils work cooperatively, supporting
each other’s learning. Playground Leaders and ‘Helping Hands’ encourage other pupils to
behave well. Nearly all the parents and carers responding to the inspection questionnaire
report that their children feel safe in school and the pupils echo this view. The school makes
sure that they are well aware of ways of staying safe, for example, when using the internet.
Attendance has improved over recent years and is currently above average.
Leadership and management
Leaders use a range of effective systems to monitor and evaluate the school’s performance.
All staff with leadership responsibilities now play a part in that work and the governing body
is becoming increasingly involved. The information gathered provides an accurate picture of
the school’s strengths and weaknesses, feeds into the school’s plans for its future
development and is central to the arrangements for managing performance. Professional
development opportunities for individuals and training for all staff are targeted towards the
school’s priorities and have led to improvements in teaching, such as the success with which
writing is taught. Although staff changes and absences have slowed down developments in
recent years, enough has been achieved to provide evidence of the school’s satisfactory
capacity to improve.
The school’s pursuit of equality of opportunity for all pupils has been supported by
refinements to the way in which their progress is tracked and differences between groups
identified. As a result, current priorities include narrowing the gap between the performance
of boys and girls. Sustained efforts are made to ensure that no pupils are discriminated
against, for example, when visits are organised. The provision for disabled pupils and those
with special educational needs is currently being overhauled and strengthened. For example,
leaders recognise the need to ensure that the impact of measures to modify the behaviour
of individual pupils is clearly identified.
Whilst still developing, the curriculum is broad and balanced and matched suitably to pupils’
needs and interests. It has a strong impact on their spiritual, moral, social, and cultural
development. This year, a wide range of lunchtime activities has been introduced,
supporting pupils’ personal development particularly well. Religious education lessons and
links with the church make strong contributions to pupils’ spiritual development. Adults
teach traditional games, such as skipping, varied sports, and crafts and pupils are
themselves full of enthusiasm, busy and happy. The pupils are also learning ways of using
their leisure time productively. Safeguarding meets current requirements, with staff training
given high priority. A member of the governing body monitors the arrangements rigorously.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that is |
good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school |
is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||9||55||28||8|
New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors
make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent judgements
that were made under the school inspection arrangements that were introduced on 1 September 2009. These
data are consistent with the latest published official statistics about maintained school inspection outcomes
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special academy
converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning and |
development taking account of their attainment.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Attendance||the regular attendance of pupils at school and in lessons, |
taking into account the school's efforts to encourage good
|Behaviour||how well pupils behave in lessons, with emphasis on their |
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
|Capacity to improve:||the proven ability of the school to continue improving based |
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
|Floor standards||the national minimum expectation of attainment and |
|Leadership and |
|the contribution of all the staff with responsibilities, not just |
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are developing
their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their inspection of
|Progress:||the rate at which pupils are learning in lessons and over |
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
|Safety||how safe pupils are in school, including in lessons; and their |
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
15 June 2012
Inspection of St Joseph's Catholic Primary School, Sheffield, S13 9AT
Thank you for being so helpful when your school was inspected. We enjoyed our
time with you and were glad the rain stopped so we could see you enjoying the
brilliant activities available at lunchtime. We decided, for the following reasons, that
yours is a satisfactory school.
- Children in the Nursery and Reception classes make good progress. From Year
1 to Year 6, progress is not as fast, especially in mathematics.
- Progress is starting to speed up because teachers often choose activities that
are interesting and help you to learn well. Sometimes, work is not quite hard
enough for the pupils who are faster learners.
- You, mostly, behave well. However, as you told us, lessons and playtimes are
sometimes disturbed by the behaviour of a few pupils who need extra help to
stay calm and quiet. We judged that behaviour is satisfactory.
- This year, more of you are attending school regularly. Well done!
- The school’s leaders know what needs to be done to make your school a good
We have asked the teachers to make sure that work is always just hard enough for
all of you and, when they mark your mathematics books, that you always know how
We know that you like the changes the school is making to the curriculum. We want
there to be more of the exciting visits and activities that encourage you to be really
We send each one of you our very best wishes.
Lead inspector (on behalf of the inspection team)