Our Lady and St Joseph’s Catholic Primary School in Wath-upon-Dearne, Rotherham, has been inspected and continues to be recognized as a good school. The inspection took place on 21 and 22 February 2024. Pupils at the school are happy and thrive in a welcoming environment that emphasizes the school’s seven gospel values. These values foster high expectations for behavior and academic success, and pupils can articulate how these principles guide their actions.
The school is committed to ensuring that every pupil achieves their best. By the time students reach Year 3, nearly all are reading at the expected standard. The school also focuses on building pupils' confidence and resilience. Throughout the school, pupils demonstrate good behavior, actively engage in lessons, and enjoy learning. Positive relationships between staff and pupils are evident, with students able to identify trusted adults they can approach if they have concerns. In Year 6, each pupil is paired with a mentor, further enhancing their support network.
The school prepares its pupils to be responsible and active citizens. Each class engages with a local, national, or global cause, fostering a sense of community and social responsibility. For instance, Year 2 students learn about recycling and environmental stewardship. Pupils also take on leadership roles, such as managing the library or mentoring younger students. Year 5 students contribute to local charities and organize donations for a food bank, reinforcing their commitment to helping others.
Staff members know their pupils well, contributing to a positive and rewarding school experience for most students. The school has made significant strides in strengthening its curriculum across various subjects, including mathematics. Teachers clearly outline the knowledge that pupils are expected to learn and remember, allowing students to revisit and apply this knowledge over time. However, in some subjects, the clarity of knowledge expectations is less defined, leading to gaps in understanding, particularly regarding different faiths and cultures, as well as aspects of the personal, social, health, and economic education curriculum.
Teachers possess strong subject knowledge and effectively explain new concepts to pupils. They ask challenging questions that promote critical thinking and assess understanding. However, there are instances where teachers do not adequately check pupils' prior knowledge, resulting in tasks that may be too challenging or too simple for some students. This inconsistency can hinder the overall ambition of the curriculum.
The school prioritizes early reading, with children receiving a strong foundation in Reception. By the end of Year 2, nearly all pupils meet the expected standard in phonics assessments. Staff delivering phonics instruction are well-trained and receive ongoing support, enabling pupils who struggle with reading to catch up quickly. Reading materials are appropriately matched to pupils' phonics knowledge.
The school is attentive to the needs of pupils requiring additional support, including those with special educational needs and disabilities. It continues to refine its assessment practices to ensure that support plans are tailored to individual needs. Adaptations within the curriculum allow these pupils to succeed alongside their peers, and the school collaborates with external agencies to enhance its provision.
Attendance is closely monitored, and the school has worked diligently with families to improve attendance rates. Staff members feel supported by leaders, who prioritize their professional development and workload management. The school has established a positive culture among staff, contributing to a collaborative environment.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. The school is encouraged to further clarify knowledge expectations in certain subjects and to enhance the consistency of assessment practices to better meet the needs of all pupils.
