St Joseph's Catholic Primary School (Huddersfield)
Headteacher: Mr Dominic Williams
reveal email address
School holidays for St Joseph's Catholic Primary School (Huddersfield) via Kirklees council
351 pupils capacity: 88% full
155 boys 50%
150 girls 49%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 416746, Northing: 416765
- GPS coordinates
- Latitude: 53.647, Longitude: -1.7481
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 5, 2011
- Diocese of Leeds
- Region › Const. › Ward
- Yorkshire and the Humber › Huddersfield › Dalton
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Dalton Junior School HD59HN
- 0.1 miles Dalton Infant and Nursery School HD59HN
- 0.1 miles Dalton School HD59HN (521 pupils)
- 0.5 miles Greenside Infant and Nursery School HD58YE (157 pupils)
- 0.5 miles Rosemeade School HD58ES
- 0.6 miles Rawthorpe St James CofE (VC) Infant and Nursery School HD59NT (228 pupils)
- 0.6 miles Almondbury Community School HD58PQ (322 pupils)
- 0.6 miles Ethos College HD59NY (39 pupils)
- 0.7 miles Rawthorpe Junior School HD59NT (195 pupils)
- 0.7 miles Moldgreen Community Primary School HD58AE (390 pupils)
- 0.7 miles Nether Hall Learning Campus High School HD59PG (456 pupils)
- 0.8 miles Almondbury Junior School HD58TG (260 pupils)
- 1 mile New Directions College HD16RX (33 pupils)
- 1.1 mile Lowerhouses CofE (Voluntary Controlled) Junior Infant and Early Years School HD58JY (189 pupils)
- 1.1 mile Almondbury CofE (VA) Infant & Nursery HD58XW (152 pupils)
- 1.1 mile Longley School HD58JE (138 pupils)
- 1.2 mile King James's School HD46SG
- 1.2 mile University of Huddersfield HD13DH
- 1.2 mile King James's School HD46SG (889 pupils)
- 1.3 mile Kirkheaton Primary School HD50HR (447 pupils)
- 1.5 mile Fartown High School HD21DJ
- 1.5 mile North Huddersfield Trust School HD21DJ (441 pupils)
- 1.6 mile Stile Common Infant and Nursery School HD46DF
- 1.6 mile Lepton Church of England Voluntary Controlled Junior, Infant and Nursery School HD80DE (217 pupils)
Ofsted report transcript
St Joseph's Catholic Primary School
|Inspection date(s)||05–06 October 2011|
|Unique Reference Number||107749|
|Inspect ion number||377638|
|Inspect ion dates||5–6 October 2011|
|Report ing inspector||Andrew Clark|
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||276|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||26 March 2007|
|School address||Grosvenor Road|
|Telephone number||01484 531669|
|Fax number||01484 425233|
This inspection was carried out by three additional inspectors. The inspectors visited
14 lessons and parts of lessons led by 11 teachers. The inspectors held meetings
with representatives of the governing body, the staff, parents and carers and groups
The inspectors observed the school's work and looked at a range of
documentation, including essential policies, the school improvement plan,
information about children’s progress and attainment data. The inspectors analysed
81 completed questionnaires from parents and carers, as well as questionnaires
completed by pupils and staff.
The inspectors reviewed many aspects of the school's work. They looked in detail at
a number of key areas.
- The progress more-able pupils make in writing at Key Stage 1.
- Whether pupils are sufficiently involved in assessing and improving their own
- The extent to which the curriculum is broad and balanced.
- Whether the governing body is effective in holding the school to account.
Information about the school
St Joseph’s is an average-size primary school. The proportion of pupils known to be
eligible for free school meals is average. The percentage of pupils identified with
special educational needs and/or disabilities is below average. The majority of pupils
are from White British families. The proportion of pupils of minority ethnic heritage is
about average and increasing. A small proportion of pupils are at an early stage of
learning English. The school has achieved Activemark and a local authority Healthy
School’s Gold Award.
Almost half of the teaching staff, including the headteacher, have been appointed to
the school since the previous inspection.
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
|Overall effectiveness: how good is the school?||2|
|The school's capacity for sustained improvement||2|
This is a good school. The headteacher, with effective support from staff and the
governing body, provides a clear vision that ensures that pupils of all abilities are
eager to learn and achieve well. The good care, guidance and support and strong
partnerships contribute well to pupils’ good behaviour and good attitudes to work.
The school has good procedures for monitoring and evaluating the quality of its work
and for professional development for staff. As a result, the school has continued to
develop since it was last inspected and there is a good capacity for further
The school is successful in helping groups of pupils of all abilities, including those in
vulnerable circumstances and the more able, to make good progress and reach
challenging targets. Those who speak English as an additional language also
progress well. Pupils’ attainment is above average in English and mathematics by the
time they leave school in Year 6. Pupils have a good understanding of how to stay
safe from harm. They are friendly and considerate towards each other and have a
good understanding of right and wrong. They are reflective and thoughtful and their
spiritual, moral, social and cultural development is good. Pupils have a good
knowledge of how to live a healthy lifestyle and they take advantage of challenging
physical activities during and after school. Pupils contribute to the school and local
community. For example, the school council has been involved in staff interviews and
organising fund-raising events. However, their understanding of the diversity of
modern Britain and involvement in the wider community are less well developed.
The quality of teaching is good. Relationships are excellent and teachers make
lessons exciting through the stimulating use of games, puzzles and role play. Lessons
are generally brisk and challenging. Very occasionally, the work during lessons is not
matched closely enough to consistently meet all pupils’ learning needs. In these
lessons pupils do not always make the best progress they could. Teachers make
good use of marking to identify areas for improvement. However, some opportunities
are missed to involve pupils enough in assessing and improving their own work and,
therefore, extend their understanding of what is expected of them. There are well-
planned programmes to develop pupils’ literacy and numeracy skills. However, some
opportunities are missed to promote basic skills through work in other subjects. As a
result, the curriculum is satisfactory overall. Teachers know their pupils well and
track their progress carefully. Carefully focused support ensures that pupils at risk of
falling behind are identified quickly, and also make good progress. Parents and
carers are proud of the school. A typical example of their views is, ‘I am very happy
with the school. It is well organised and my child’s teachers are keen, motivated and
able. The school is well led; it is an inclusive environment and a welcoming
What does the school need to do to improve further?
- Improve pupils’ progress and teaching by:
- ensuring that pupils’ learning needs are accurately met throughout the
- increasing opportunities for pupils to assess, manage and improve their
- Increase opportunities for pupils to apply their skills in literacy, numeracy, and
information and communication technology through their work in other
- Improve pupils’ knowledge and understanding of the diversity of modern life in
the United Kingdom.
|Outcomes for individuals and groups of pupils||2|
Pupils enjoy learning and are ambitious to achieve well. They take pride in their work
and present it well. Pupils read fluently and accurately. Writing is also strong and
pupils of all abilities often write with imagination for different purposes. They enjoy
working independently and with others and make good use of different sources of
reference such as dictionaries. They spell accurately and use punctuation creatively.
Pupils increasingly apply their well-developed calculation skills in practical problem-
solving skills. All these skills contribute well to the good progress pupils of all abilities
make and generally equip them well for their future learning.
Children enter the Early Years Foundation Stage with skills which are generally
typical for their age. Pupils of all abilities make good progress in reading, writing and
mathematics through both key stages. A focus on pupils’ reading and writing skills at
Key Stage 1 has been successful and pupils’ standards in writing have improved.
Attainment is above average in Year 6. All groups of pupils build well on their
individual starting points at all stages of their education. This is reflected in good
trends in the results of national tests and assessments. Very occasionally, pupils do
not make the best progress they could when they are not fully occupied, at all points
of the lesson, with work that best matches their needs. More-able pupils rise to the
challenge of very clear targets. Pupils with special educational needs and/or
disabilities develop both their basic skills and very positive attitudes to learning. The
careful tracking and evaluating of pupils’ progress ensure that both boys and girls
achieve well. The effective deployment of teaching assistants and early support
contributes to the good progress of pupils who speak English as an additional
Pupils work and play in harmony. Older pupils take good care of younger ones.
Behaviour is good and sometimes excellent in the classrooms and outside. Pupils
show kindness and consideration towards each other and are attentive to adults and
other children. They say they feel safe and provide explanations to support their
understanding. Pupils have a good understanding of what constitutes a healthy meal
and know how to avoid the dangers of alcohol and drugs. Pupils are competitive and
successful in several team games for both boys and girls, such as netball and
football. They reach high standards in swimming. Pupils have a good knowledge of,
and involvement in, the school and its immediate community. They benefit from the
school’s strong partnership with parents and carers. However, they have few first-
hand links with pupils in different circumstances and their knowledge of a range of
faiths and cultures is less well established. Pupils are thoughtful and appreciate the
many opportunities for prayer and reflection. They clearly enjoy school.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning |
Taking into account:
|The quality of pupils' learning and their progress||2|
|The quality of lear ning for pupils with special educational needs and/or |
disabilities and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifestyles||2|
|The extent to which pupils contribute to the school and wider community||3|
|The extent to which pupils develop wor kplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||2|
How effective is the provision?
Teamwork is a strength of the teaching. Teachers and teaching assistants work
closely together to ensure pupils of all abilities make good progress. Detailed
planning for literacy and numeracy lessons ensures pupils’ progress is good.
Teachers often challenge pupils to think deeply and solve problems and carry out
investigations by carefully targeting their questions. In most lessons expectations are
high and pupils strive hard to meet them. Lessons are regularly brought to life
through the teachers’ use of information and communication technology and through
role play, competitions and games. Teachers and support staff are prompt to offer
guidance in lessons to correct any misunderstanding. This encourages pupils with
special educational needs and/or disabilities to achieve well. For most of the time,
teachers match work accurately to pupils’ ability. However, on a few occasions,
teachers do not make the best use of pupils’ time in lessons by ensuring they are
consistently engaged in tasks which are closely matched to their abilities. Very
occasionally, they do not make certain that pupils are getting straight down to their
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
work and being as productive as they can be. In a small minority of lessons, there is
not enough adult support for all learners to make the best progress. Teachers make
good use of marking and ‘target ladders’ in English and mathematics to help pupils
improve their own work and reach challenging targets. However, they miss some
opportunities for pupils to develop the skills to assess how well they are doing and
contribute fully to improving their own work.
The school makes particularly good use of the teaching of pupils in groups of similar
ability across classes to boost learning in English and mathematics. However,
although the school is increasingly developing links between subjects, some
opportunities for pupils to apply their literacy, numeracy, and information and
communication technology skills in challenging and relevant ways are sometimes
missed. Very occasionally the tasks set are overly structured and do not give pupils
enough opportunity to apply and manage their own learning. As a result, the
curriculum is satisfactory overall. A good range of extra-curricular activities,
sometimes in partnership with other schools or sporting organisations, enriches
pupils’ personal and physical development. The provision for pupils with special
educational needs and/or disabilities is well planned as are opportunities for those at
an early stage of learning English. Pupils have opportunities to learn another
language and participate in musical events. There are close links with the church but
opportunities to learn more about other places of worship are underdeveloped.
The school has good systems to support pupils who are vulnerable due to their
circumstances. Enthusiastic and well-trained staff maintain good records of pupils’
personal development and academic progress, ensuring that their needs are very
well met. This work is successful in breaking down significant barriers to learning. A
good partnership with specialist support agencies is established. Good monitoring
ensures parents and carers receive a suitable range of information on their children’s
progress as well as useful guidance on ways to support their children's future
learning, including making good and safe use of the internet.
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
|The use of assessment to support learning||2|
|The extent to which the curriculum meets pupils' needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||2|
How effective are leadership and management?
The headteacher has quickly established a clear sense of direction and positive ethos
following a period of change after the retirement of the previous long-serving
headteacher. He is ably supported by senior staff, although some are new to their
roles. There are good procedures in place to monitor and improve the quality of
teaching and provision. The thoroughness and enthusiasm of all staff to share good
practice is becoming well embedded in all aspects of its work. They are supported by
an increasingly effective governing body. However, there have been several changes
to membership and leadership of the governing body and new governors are still
settling into their roles. As a result, the effectiveness of the governing body is
satisfactory overall. Self-evaluation is supported by effective systems to gather and
act upon the views of pupils, parents and carers and involve them well in decision
making and school improvement.
The school has a realistic understanding of its immediate context and is involved in
some local projects and initiatives but is only beginning to develop links with
communities in other parts of the world. As a result, the promotion of community
cohesion is satisfactory overall. The commitment of parents and carers to the life of
the school is good. They have every confidence in the management of the school
and they give time, energy and resources to its development. They make a good
contribution to pupils’ learning through their involvement in a wide range of school
activities and the use of homework.
The school promotes equality of opportunities well. Although, occasionally, progress
varies in lessons, there is no overall difference in progress of the different groups of
pupils. Both pupils and staff take any necessary steps to avoid any discrimination.
Appropriate policies and well-managed record keeping contribute to sound
procedures for safeguarding. The school provides effective financial management
and ensures that it gives good value for money.
These are the grades for the leadership and management
|The effectiveness of leadership and management in embedding ambit ion and |
driv ing improvement
Taking into account:
|The leadership and management of teaching and learning||2|
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decis ively and statutory responsibilities
|The effectiveness of the school's engagement with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||3|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for |
Early Years Foundation Stage
Children start school with skills which are generally typical for their age. Children of
all abilities, including those with special educational needs and/or disabilities make
good progress. This is a direct result of the good leadership by the Early Years
Foundation Stage leader who is becoming increasingly well established in her role.
There are good induction systems to support children and to help them quickly settle
in to the Early Years Foundation Stage. The school has established many
opportunities for strong links with the different pre-school providers that children
attend prior to starting Nursery. Good links with parents and carers contribute to the
smooth start children make. Effective systems are in place to monitor progress and
to share information with parents and carers. Children feel safe and are supported by
robust welfare arrangements. The quality of teaching and use of assessment are
good. A good balance between adult-led activities and those that children choose for
themselves contributes well to all areas of learning. Activities are often exciting and
meaningful. For example, children have challenging problem-solving activities for
counting and early computation. Early letter recognition and mark making skills are
taught well. However, very occasionally, opportunities are missed to reinforce
learning in early communication and number skills through outdoor activities. This is
a priority for development. Children and staff make good use of a wide range of
resources for information and communication technology to develop basic skills and
learn more about the world around them. As a result of these experiences, children
enjoy themselves and are well prepared for their next stage of education.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation stage |
Taking into account:
|Outcomes for children in the Early Years Foundation Stage||2|
|The quality of provision in the Early Years Foundation Stage||2|
|The effectiveness of leadership and management in the Early Years Foundation |
Views of parents and carers
Almost a third of parents and carers responded to the questionnaire, which is around
the typical level of response. Parents and carers are very supportive of the school.
They particularly commented on the warm, caring ethos and the stimulating learning
opportunities. They feel that staff are helpful and approachable and that the school is
well led. They feel their children are very well prepared for the next stage of their
learning. A very small proportion of parents and carers felt that the school did not
always deal effectively with pupils’ behaviour and a similar proportion felt they did
not receive enough information about their child’s progress. Inspectors looked at
these aspects carefully. During the inspection, behaviour was managed well. The
evidence showed that the school provides good quality information on pupils’
Responses from parents and carers to Ofsted's
Ofsted invited all the registered parents and carers of pupils registered at St Joseph's Catholic Primary
School (Huddersfield) to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 81 completed questionnaires by the end of the on-site inspection. In
total, there are 276 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that resp onse out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||48||59||23||28||0||0||0||0|
|The school keeps my child |
|The school informs me |
about my child's progress
|My child is making enough |
progress at this school
|The teaching is good at |
|The school helps me to |
support my child's learning
|The school helps my child |
to have a healthy lifestyle
|The school makes sure that |
my child is well prepared
for the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or
|The school meets my |
child's particular needs
|The school deals effectively |
|The school takes account |
of my suggestions and
|The school is led and |
|Overall, I am happy with |
my child's experience at
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’
|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
|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
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of |
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. This m eans that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are
consistent with the latest published official statistics about maintained school inspection
outcomes (see www.ofsted.gov.uk).
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
Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the
judgements made for the overall effectiveness of the sixth form in secondary schools, special
schools and pupil referral units.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their |
learning, development or training.
|Attainment:||the standard of the pupils’ work shown by test |
and examination results and in lessons.
|Capacity to improve:||the proven ability of the school to continue |
improving. Inspectors base this judgement on
what the school has accomplished so far and on
the quality of its systems to maintain
|Leadership and management:||the contribution of all the staff with |
responsibilities, not just the 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 the school. The following
judgements, in particular, influence what the
overall effectiveness judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils’ needs, including, where relevant,
|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
This letter is provided for the school, parents and carers to share with their
children. It describes Ofsted's main findings from the inspection of their
7 October 2011
Inspection of St Joseph's Catholic Primary School (Huddersfield),
Huddersfield, HD5 9HU
Thank you for the friendly welcome you gave the inspectors when they visited your
school this week. We really enjoyed talking to you and seeing you in your lessons
and at playtimes.
These are some of the things I found out about your school.
- You go to a good school. You make good progress through school and reach
above average standards.
- The headteacher, staff and the governing body work hard to make your school
the best it can be.
- The school takes good care of you and you feel safe and behave well.
- You have a good understanding of how to keep fit and healthy and love the
opportunities for sports and games.
- You enjoy your lessons and teachers give you fun things to learn about.
- Your parents and carers are proud of you and your school.
- You are thoughtful and kind to each other. Older pupils look after young ones
- Occasionally, you are not involved in checking and improving your own work
and sometimes lessons do not match all your needs.
- Your reading, writing and mathematics and other skills are generally good.
However, you do not always have enough chance to practice them in different
subjects and to find out more about the world around you.
To help your school become even better, I have asked your headteacher and the
governing body to improve these last two points.
You can help by always trying your best and continuing to enjoy school.