St Joseph's RC Voluntary Aided Primary School
Tyne and Wear
phone: 0191 5364311
headteacher: Mrs E A Seagrove
210 pupils capacity: 98% full
100 boys 49%
105 girls 51%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 432991, Northing: 562362
- GPS coordinates
- Latitude: 54.955, Longitude: -1.4864
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 13, 2013
- Diocese of Hexham and Newcastle
- Region › Const. › Ward
- North East › Jarrow › Fellgate and Hedworth
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Hedworthfield Comprehensive School NE324QD
- 0.2 miles Fellgate Primary School NE324XA (143 pupils)
- 0.2 miles Fellgate Junior School NE324XA
- 0.2 miles Fellgate Infant School NE324XA
- 0.4 miles Hedworthfield Primary School NE324QF (252 pupils)
- 0.5 miles St Matthew's RC Voluntary Aided Primary School NE325YT (208 pupils)
- 0.6 miles Hedworth Lane Primary School NE359JB (302 pupils)
- 0.8 miles Valley View Primary School NE325QY (281 pupils)
- 0.8 miles St Mary's RC Voluntary Aided Primary School NE324AW (255 pupils)
- 0.9 miles Bede Burn Primary School NE325NJ (203 pupils)
- 0.9 miles Lukes Lane Community School NE312AX
- 0.9 miles Lukes Lane County Infant School NE312AX
- 0.9 miles Lukes Lane County Junior School NE312AX
- 1 mile Simonside Primary School NE324AU (183 pupils)
- 1.2 mile Boldon Nursery School NE359DG (82 pupils)
- 1.2 mile St James' RC Voluntary Aided Primary School NE312BP (198 pupils)
- 1.2 mile Springfield School NE325PR
- 1.2 mile Jarrow School NE325PR (589 pupils)
- 1.3 mile Hebburn Lakes Primary School NE312SL (414 pupils)
- 1.4 mile Monkton Junior School NE349RD
- 1.4 mile Toner Avenue Primary School NE312LJ (273 pupils)
- 1.4 mile Boldon CofE Primary School NE360QG
- 1.4 mile Hebburn Comprehensive School NE312QU (646 pupils)
- 1.4 mile Toner Avenue County Infant School NE312PG
St Joseph’s RC Voluntary Aided
St Joseph’s Way, Hedworth, Jarrow, Tyne and Wear, NE32 4PJ
|Inspection dates||13–14 February 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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 achieve well in this rapidly improving |
Pupils enter the school with skills that are
Teachers provide rich and varied activities in
school. They get a good start to their time in
school in the Reception class. They settle
quickly because of the strong emphasis given
to their personal development.
typical for their age and make good and
sometimes better progress. They leave with
standards that are above the national
average by the time they leave in Year 6.
well planned lessons that meet pupils’ needs
effectively. Skilled teaching assistants support
pupils with specific needs well. Consequently,
pupils’ progress is rapidly improving across
| Pupils behave exceptionally well both in and |
The strong and determined leadership by the
Rigorous and relentless checking of pupils’
out of lessons. They are very knowledgeable
about keeping safe. Pupils’ spiritual, moral and
social development is promoted extremely well
and underpins the work of the school and
pupils’ personal development.
headteacher has been instrumental in driving
improvement. She is very well supported by a
skilful deputy headteacher and a developing,
cohesive, caring team of teachers.
progress and the quality of teaching has led to
significant improvements in achievement and
overall performance. Consequently, the school
continues to improve at a pace.
| Standards in mathematics are close to above |
average but not yet as high as they are in
English. Marking and the use of mathematical
vocabulary does not sufficiently clarify pupils’
mathematical understanding. Pupils are not
always effective when using calculations to
| Teaching is not yet consistently outstanding |
because not all lessons go at a brisk pace.
Pupils are not always sure about what they
need to do to be successful. They are not
always encouraged to assess their own
learning to support faster progress.
|Inspection report:||St Joseph’s RC Voluntary Aided Primary School, 13-14 February 2013||2 of 9|
Information about this inspection
- Inspectors observed 25 lessons or parts of lessons, of which one was a joint observation with
- Groups of pupils were observed working with teaching assistants and inspectors specifically
listened to pupils from Reception, Years 1, 2 and 3 read, and other year groups in lessons.
- Inspectors talked to a range of pupils, including the school council, about their work and play in
- Meetings were held with four governors as well as teaching staff, including senior and subject
leaders. Discussions were held with a representative from the local authority.
- Inspectors took account of 22 responses to the online questionnaire (Parent View) when
planning the inspection and considered staff questionnaires. They also examined responses to
pupil questionnaires that the school had completed recently.
- Inspectors observed the overall work of the school and looked at a number of documents
including the school’s data about pupils’ current progress. They also looked at documents
relating to safeguarding, governance, behaviour and attendance.
- Other evidence, including school displays, its website, and evidence representing the school’s
wider achievements beyond the classroom, was also looked at.
|David Shearsmith, Lead inspector||Additional Inspector|
|Alan Sergison||Additional Inspector|
|Inspection report:||St Joseph’s RC Voluntary Aided Primary School, 13-14 February 2013||3 of 9|
Information about this school
- The school is smaller in size than an average-sized primary school.
- An average proportion of pupils are known to be eligible for the pupil premium, which is
additional funding for those pupils eligible for free school meals, children in the care of the local
authority and children of service families.
- An average proportion of pupils are supported at school action. An average proportion of pupils
are supported at school action plus or have a statement of special educational needs.
- The majority of pupils are of White British heritage.
- The school has achieved the National Healthy School and Links into Languages awards.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
- The Early Years Foundation Stage is taught in one Reception class.
What does the school need to do to improve further?
- Improve standards in mathematics by:
improving the marking of mathematics so that points for improvement increase pupils’
ensuring pupils have a better understanding of mathematical vocabulary and use it to describe
their mathematical thinking
giving pupils a better understanding of how to use calculations more effectively when solving
- Improve teaching so that it is consistently outstanding by:
using the expertise of teachers who are already outstanding in the school
ensuring all lessons go at a brisk pace and reviewing pupils’ learning more
making sure pupils have a detailed understanding of what is required to be successful in
ensuring pupils assess their own learning and accelerate their own progress.
|Inspection report:||St Joseph’s RC Voluntary Aided Primary School, 13-14 February 2013||4 of 9|
|The achievement of pupils||is good|
- The school rigorously tracks pupils’ progress and sets challenging targets. As a result
achievement is rapidly improving. This relentless approach has raised standards particularly in
English and progress is good and sometimes better across the school.
- Children enter school with skills that are typical for their age. An increasing number start school
with weaknesses in their understanding of the world and with poor literacy skills. Consequently,
the school has a strong emphasis on developing pupils’ speaking and listening skills so they
make good progress overall.
- Pupils continue to make good and sometimes better progress across the school, particularly in
upper Key Stage 2. The school has had a resolute focus on raising standards. By the time pupils
leave in Year 6, standards are above average overall. English is the strongest subject and
although mathematics is moving to above average it is not yet as high as English.
- Standards in reading have significantly improved with very effective teaching of sounds that
letters make (phonics) and writing. In the national phonics test at the end of Year 1 the school’s
results were above the national average. Pupils use these skills successfully in Year 2 to tackle
new words. Older pupils are fluent readers and read for pleasure as well as to help their learning
in other subjects.
- Progress in mathematics is good overall as the teaching of mathematics has improved. This
improvement is raising standards but not yet at the same pace as English. Pupils are not
sufficiently skilled at using calculations. They do not always use mathematical terms to explain
how they have solved mathematical problems.
- Pupils entitled to the pupil premium, including those eligible for free school meals, make good
progress similar to other pupils. They reach standards that are above what you would expect
similar pupils nationally to achieve. The school has used its funding well to support their needs
and accelerate their progress. Support assistants are used effectively to meet these pupils’
- Disabled pupils and those who have a special educational need also make good progress. Skilled
teaching assistants are deployed well to meet such pupils’ needs, both in and out of lessons.
|The quality of teaching||is good|
- Teaching is good and some is outstanding. Many strengths include very effective planning, high
expectations and activities that meet pupils’ wide ranging needs well. Teachers’ skilful
questioning and well crafted activities help pupils to be independent in their learning. These key
features in lessons have been instrumental in improving teaching across the school.
- In a mathematics lesson in Year 6, pupils participated in an investigation relating to the
carpeting and wallpapering of a house. Pupils were highly engaged in this real-life problem-
solving activity. They made outstanding progress as the teacher regularly reviewed pupils’
learning, which increased the pace of the lesson. Unfortunately, this is not true of all lessons,
where the pace of learning is sometimes slower.
- In some lessons teachers provide pupils with check lists so that they know very precisely what to
include to achieve success. This was seen to good effect in a Year 5 lesson. The teacher gave
clear guidance on how to be successful when writing a fact file as part of the work on Greeks.
Pupils were very clear about what they had to do and made outstanding progress in their
learning. This is not the case in all lessons, leaving pupils unclear about how to be successful
and progress is slower.
- In effective lessons pupils assess their own learning in lessons and this increases their progress.
This is not always the case and then pupils are unsure about how they are getting on and what
they need to do next to improve.
- Teachers mark pupils’ work regularly. This has been important in improving pupils’ writing. At its
best, marking gives clear points for improvement and pupils are given time to respond. It has
been less effective in improving standards in mathematics because it does not sufficiently
develop pupils’ mathematical skills.
|Inspection report:||St Joseph’s RC Voluntary Aided Primary School, 13–14 February 2013||5 of 9|
- Although the teaching of mathematics is good, teachers do not always use their subject
knowledge effectively to insist on pupils’ use of the correct mathematical terms to explain their
- Reading is taught well and this has had a positive effect on rising standards. Pupils have many
opportunities to practise their reading skills and this has promoted a love of reading and
improved pupils’ skills.
- Teaching assistants make a strong contribution to all lessons ensuring that pupils with specific
needs achieve well.
|The behaviour and safety of pupils||are outstanding|
- Pupils thoroughly enjoy coming to school. They work and play together exceptionally well due to
the school’s strong commitment to pupils’ personal development. The school is very effective at
providing rich and varied activities that support pupils personally. Relationships are very strong
across the school.
- Pupils have an excellent understanding of how to keep safe. They were quick to tell inspectors
about the wide range of opportunities they are given concerning keeping safe, including visits
and visitors to the school. They knew about fire and water safety and how to keep safe on the
- Attendance is above average. The school’s rigorous procedures ensure pupils maximise their
time in school in order to make the best progress possible in their learning.
- Teachers are adept at engaging pupils in lessons. As a result pupils listen attentively and are
very keen to learn. They enthusiastically answer questions and work well together in groups and
- Pupils readily take on responsibility. Playground sports leaders show pupils how to play different
games at playtimes. Reception class buddies support the younger pupils with their work and
- The school’s commitment to pupils’ spiritual, moral, social and culture experiences is strong.
Pupils are courteous and well mannered to everyone in this harmonious family school and
behaviour is exemplary.
- Pupils expressed that there was very little bullying in the school. They spoke with confidence
about anti-bullying strategies and said the school regularly reinforced the importance of good
relationships. Pupils were confident they could tell all members of staff about any problems and
that these would be dealt with promptly.
|The leadership and management||are good|
- The headteacher’s continuing and relentless drive to improve the school has taken the school to
the next level. She is well supported by all staff. The school checks closely its own success and
sets accurate priorities. Actions are then put in place, which are effective in raising attainment.
- Regular and rigorous checking of pupils’ progress and teaching has had a significant impact on
improving the school. The sharing of expertise within school is not fully exploited to raise all
teaching to outstanding. Nevertheless, teaching has improved as the school sets challenging
targets for all staff. These are based on performance and the progress of pupils. Salary awards
are only allocated when targets are achieved.
- The school meets the needs of pupils well through its curriculum which is developing further
opportunities to make it even more creative and inspiring. It already uses a range of visits and
visitors to enrich pupils’ experiences and they really appreciate these.
- Parents are positive about the school. It engages well with them through a range of strategies
such as texting and regular newsletters. Events such as ‘The Big Dig’, where pupils and parents
plant trees together, further good parental links.
|Inspection report:||St Joseph’s RC Voluntary Aided Primary School, 13–14 February 2013||6 of 9|
- The school works with a range of partners to support pupils’ learning and personal development.
It has a very strong partnership with the church and pupils often visit the church on occasions
such as Ash Wednesday. Pupils talked about this event enthusiastically.
- Spiritual, moral, social and cultural development is a great strength. It ensures that pupils have
opportunities to work together and be creative through art, music and solving problems.
- Close attention is paid to ensuring pupils are secure. Safeguarding meets requirements.
- The local authority has provided good support to this rapidly progressing school on its journey of
- The governance of the school:
Governors are passionate about their school and are keen for pupils to achieve well. They are
very knowledgeable about the work of the school as they visit it regularly and know about the
quality of teaching. They know only those who meet challenging targets are considered for
extra pay. They are well trained and have a wide range of skills which they use to good effect
to support and challenge the school to do even better. A good understanding of the school’s
data and its priorities has helped them to use the pupil-premium funding to good effect. This
supports the school’s successful promotion of equality of opportunity for all.
|Inspection report:||St Joseph’s RC Voluntary Aided Primary School, 13-14 February 2013||7 of 9|
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.
|Inspection report:||St Joseph’s RC Voluntary Aided Primary School, 13-14 February 2013||8 of 9|
|Unique reference number||108724|
|Local authority||South Tyneside|
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||199|
|Appropriate authority||The governing body|
|Date of previous school inspection||28 March 2011|
|Telephone number||0191 5364311|
|Fax number||0191 5371641|