St Joseph's Catholic Primary School
phone: 01905 452772
headteacher: Mrs Marian Jay Bed Npqh
420 pupils capacity: 50% full
115 boys 54%
100 girls 47%
Last updated: Sept. 1, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 387582, Northing: 257041
- GPS coordinates
- Latitude: 52.211, Longitude: -2.1832
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 22, 2013
- Archdiocese of Birmingham
- Region › Const. › Ward
- West Midlands › Worcester › Warndon
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Worcester, Warndon Junior School WR49PE
- 0.1 miles Worcester, Warndon Infants' School WR49PE
- 0.1 miles Warndon Primary School WR49PE
- 0.1 miles Oasis Academy Warndon WR49PE (477 pupils)
- 0.4 miles Cranham Primary School WR49LS (448 pupils)
- 0.5 miles Worcester, Elbury Mount Primary School WR49TX
- 0.5 miles Rose Hill School WR49JL
- 0.5 miles Elbury Mount Junior School WR49TX
- 0.5 miles Elbury Mount Infant School WR49TX
- 0.5 miles Regency High School WR49JL
- 0.5 miles The Fairfield Community Primary School WR49HG (212 pupils)
- 0.5 miles Regency High School WR49JL (160 pupils)
- 0.8 miles Lyppard Grange Primary School WR40DZ (328 pupils)
- 0.9 miles Elgar Technology College WR38HN
- 0.9 miles Worcestershire College of Agriculture WR38SS
- 0.9 miles Worcestershire College of Agriculture WR38SS
- 0.9 miles The Aspire Academy WR49FQ
- 1 mile Gorse Hill Community Primary School WR49SG (308 pupils)
- 1 mile Tudor Grange Academy Worcester WR38HN (873 pupils)
- 1 mile Hollymount School WR49SG
- 1.3 mile Worcester, Ronkswood Junior School WR51PP
- 1.3 mile Worcester, Ronkswood Infants' School WR51PP
- 1.3 mile St Barnabas CofE Primary School WR38NZ (417 pupils)
- 1.3 mile Perry Wood Primary and Nursery School WR51PP
St Joseph's Catholic Primary
Chedworth Drive, Warndon, Worcester, WR4 9PG
|Inspection dates||22–23 January 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress and achieve well. |
Children in the Early Years Foundation Stage
Disabled pupils, those who have special
Pupils are given memorable experiences
By Year 6 standards in English and
mathematics are above average.
benefit from high quality teaching and
develop quickly. High expectations and well
established routines help support their start
at school. This allows them to settle quickly
and achieve well.
educational needs and those eligible for
further support, all make good progress.
across a range of subjects which engage
them in learning. Their spiritual, moral, social
and cultural development is good.
| Pupils’ behaviour is good in lessons and around |
The headteacher, staff and governors have
Governors support the headteacher well to
the school. They have a good attitude towards
their work, feel safe in school and attendance
is above average.
high aspirations and expectations of all pupils.
They have rapidly improved the effectiveness
of the school since the last inspection. As a
result, the overall quality of teaching has risen,
improving pupils’ progress.
improve the quality of teaching and monitor
teachers’ performance, securing the
improvements in pupils’ achievement.
| Pupils’ opportunities to think and learn by |
Teachers’ marking does not consistently
themselves are sometimes limited by having
to spend too much time listening to adults in
provide pupils with the information they need
to improve their work and this can affect their
| The more-able pupils are not always provided |
with opportunities to practise their problem
solving skills in mathematics or to develop their
language skills in longer pieces of writing in
Information about this inspection
- The inspectors visited 16 lessons taught by eight teachers; four were joint observations with the
headteacher and deputy headteacher.
- Inspectors observed and spoke to pupils during lessons and at lunch and break times. They met
formally with a group of pupils.
- Meetings were held with senior leaders and managers, and the Chair of the Governing Body. A
meeting also took place with a representative from the local authority.
- Inspectors observed the school’s work and looked at a range of documents, including
arrangements for safeguarding, performance management, attendance, information about
pupils’ attainment and progress, and pupils’ books.
- They took into account the 12 responses from parents and carers shown on Parent View (the
online questionnaire), and responses to the staff questionnaire.
|Ronald Hall, Lead inspector||Additional Inspector|
|David Westall||Additional Inspector|
Information about this school
- The school is an average-sized primary school.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is below average, but the proportion supported at school action plus or
through a statement of special educational needs is above average.
- The proportion of pupils supported by additional funding through the pupil premium, including
those known to be eligible for free school meals, is average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
- The majority of pupils are of White British heritage, but the proportion of pupils who speak
English as an additional language is above average.
- No pupils are currently educated in alternative provision away from the school site.
- There is a separate nursery provision on the same site as the school.
What does the school need to do to improve further?
- Improve teaching from good to outstanding by:
making sure that teachers’ marking gives pupils the information they need to help them
improve their work
making sure that the pace of learning does not slow in some lessons due to pupils having to
sit and listen to teachers for too long.
- Accelerate the progress of the more-able pupils by:
providing them with more challenging opportunities to develop their mathematical problem
developing their language skills through providing more opportunities for them to write longer
pieces of work.
|The achievement of pupils||is good|
- All children in the Early Years Foundation Stage make good progress. Most children reach levels
that are broadly similar to what would normally be expected when they move into Key Stage 1.
- Good progress continues across the school, reflecting the good teaching pupils receive. This has
resulted in above average, and improving, attainment at the end of Year 6. The gap in
achievement that existed between English and mathematics has closed, as have the gaps in
achievement between different pupil groups.
- The proportion of pupils currently at the school who make and exceed their expected progress
compares favourably with the national average. Occasionally, more-able pupils do not do as well
as they could because they are not always provided with opportunities to extend their skills
sufficiently, for example, writing extendedly in English and problem solving in mathematics.
- Pupils who are known to be eligible for the pupil premium make good progress. Additional
staffing to support these pupils has led to an improvement in their attainment. The 2012 results
for Year 6 showed that their overall attainment was much closer to that of other pupils in the
school than was the case nationally.
- Disabled pupils and those with special educational needs and pupils with English as an additional
language are supported well. They make good progress from their individual starting points and
are integrated in lessons as much as possible. This demonstrates that the school strongly
promotes equality of opportunity for pupils.
- The effective teaching of phonics (letters and the sounds they make) has helped all pupils to
improve their skills in reading. Pupils read fluently and blend sounds well. Children in the Early
Years Foundation Stage were observed blending letter sounds and using these in sentences of
their own as well as reading them in a range of complex sentences. By Year 6 pupils were
reading a Dickens’ novel and were able to discuss the social, moral and personal aspects of the
story to a very high level.
|The quality of teaching||is good|
- Teaching across the school is good, with some being outstanding. All pupils are making better
progress because of the effective action the school has taken over time to improve teaching.
Peer observations and close links with other schools and the local authority have enabled
teachers to improve their own practice.
- The pace of learning in lessons is generally good and where teaching is outstanding pupils work
at a very fast pace. In some lessons pace slows due to teachers talking too much and pupils not
beginning their own work quickly enough.
- Pupils enjoy a wide range of practical activities in lessons which regularly involve them in
exciting learning opportunities. Following a visit to different religious centres, for example, pupils
produced some high quality written work which demonstrated their good spiritual understanding.
- Teachers’ high expectations were exemplified in a Year 2 mathematics lesson where pupils were
exploring subtraction. Probing questioning and clear explanation by the adults resulted in all
pupils making excellent progress. The pupils were fully engaged, challenged themselves and
each other and were full of confidence.
- Teachers use verbal explanations well to aid learning and accelerate progress. However, written
marking does not provide sufficient information for pupils to know how to improve their work.
|The behaviour and safety of pupils||are good|
- Pupils’ behaviour is good and their attitudes to learning are positive. These are important factors
in ensuring that pupils make good progress during their time at the school.
- The school offers a welcoming environment for all pupils, who respond well to the high
expectations of teachers. Pupils are polite and show respect for their peers and adults.
- Pupils say that they really enjoy school, and this is reflected in their above average and
improving rates of attendance. One pupil commented, ‘I really enjoy coming to this school’.
- Parents and carers believe that the school is a safe and secure place and that their children are
very well cared for. Pupils also say that they feel very safe and are confident that adults will
always help them if they have any concerns.
- The school is a very inclusive and positive learning environment and all pupils, including those
with disabilities, are provided with the support they need in order to take a full part in school
- Older pupils state that they enjoy caring for the younger ones and are insistent that very little
misbehaviour takes place either in lessons or at playtimes. They are aware that a very small
minority of pupils sometimes find it difficult to behave well all of the time.
- Pupils of all ages say that incidents of bullying are very rare. They are also confident that, should
bullying of any type, including physical, emotional or cyber-bullying ever happen, it would be
dealt with quickly and firmly by adults.
|The leadership and management||are good|
- The headteacher, senior leaders and staff have improved the quality of teaching and learning
and have developed an exciting environment in which pupils succeed and feel valued. Parents
are positive about the school. There is good capacity for further improvement.
- Leaders at all levels are fully involved in improving teaching and raising standards. The national
standards for teachers are used effectively to evaluate the quality of teaching. Leaders work
closely with the governing body and the local authority, as well as with their local schools, to
strengthen teachers’ skills and improve practice further.
- The curriculum meets the needs of pupils well. A particular strength is that pupils enjoy practical
experiences based on their interests across a range of subjects.
- The senior leaders regularly check the quality of teaching and learning and carefully track each
individual pupil’s achievements. All staff are clear about what is expected. Subject leaders check
learning across the school and provide effective opportunities for staff to learn from each other.
- The school promotes pupils’ spiritual, moral, social and cultural development well through close
involvement with the local church and links with the local and wider communities. For example,
pupils participate in many community activities and regularly join in with fundraising activities.
- The governance of the school:
The governing body knows how well the school and the pupils are doing and supports the
headteacher well. Governors have supported the improvements made in the quality of
teaching and have successfully challenged teachers to improve. Governors review teachers’
performance regularly, linking salary progression to the quality of teaching and staff leadership
responsibilities. Leaders and managers at all levels effectively analyse how well the school is
doing, and plan improvements from this information. The governors monitor the changes to
make sure they improve pupils’ achievement. Funding to the school is monitored effectively to
evaluate the benefits. The headteacher is challenged by the governors on how funding
obtained through the pupil premium is spent and what impact it has on the outcomes for
pupils. The attainment and progress of pupils in receipt of the pupil premium are checked
regularly at progress meetings with the class teachers, which focus on the impact that the
additional intervention activities provided specifically for this group have had on the individual
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||116925|
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||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||208|
|Appropriate authority||The governing body|
|Chair||Fr. Paul Johnson|
|Date of previous school inspection||30 March 2011|
|Telephone number||01905 452772|
|Fax number||01905 452772|