St Joseph’s Catholic School in Laverstock, Salisbury, underwent an inspection on February 6 and 7, 2024, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, personal development, and leadership and management received a Good rating. The school previously held a Good rating in its last inspection in January 2018.
Pupils at St Joseph’s feel welcomed and included, with a strong emphasis on kindness, tolerance, and respect throughout the school environment. They are aware that they are valued as individuals, regardless of their faith or background. Most students demonstrate good attendance and a desire to learn. However, the curriculum delivery does not consistently support pupils in achieving their full potential. The positive atmosphere is fostered by strong relationships between pupils and staff, with students feeling secure in discussing any concerns with trusted adults. Instances of bullying are rare, and pupils feel well-supported by the school community. Parents have noted the effective pastoral support that contributes to their children's well-being.
The school offers various trips, visits, and clubs that help pupils explore diverse talents and interests. Leadership roles available to students teach them about democracy and active citizenship. Pupils appreciate opportunities to engage in discussions about significant issues, aiding their personal development and moral reasoning.
The curriculum is well-defined, outlining what pupils need to learn and when. There has been an increase in the number of pupils pursuing a strong academic curriculum in key stage four, and leaders have worked to maintain a broad curriculum in key stage three. However, the implementation of the curriculum, referred to as the ‘St Joseph’s Way,’ does not always facilitate effective learning. Some pupils struggle to retain prior knowledge, hindering their ability to build on their understanding. Gaps in knowledge and misconceptions are not consistently identified, particularly for pupils with special educational needs and disabilities (SEND) and those who are disadvantaged, resulting in lower achievement levels.
Support for pupils who are not fluent readers is in place, with staff receiving training to enhance vocabulary development through reading. However, this initiative is still in its early stages and lacks consistency across the school. Behaviour in the school is generally good, with minimal disruption to learning. The school environment is calm, and pupils show respect for both staff and peers, contributing to a positive atmosphere.
Pupils are educated on safety and health, with the school addressing local risks to prepare them adequately. Spiritual and moral development is integral to the school's ethos, promoting respect for diverse faiths and cultures. The school community embodies the belief that all individuals are valued equally. Governors actively hold leaders accountable and provide necessary support for improvement. The leadership team is well-supported by the local authority and diocese, and following a challenging period, the school is beginning to see rapid improvements in educational quality.
The safeguarding arrangements at St Joseph’s are effective. However, the school must focus on improving the effectiveness of teaching by ensuring that learning is regularly assessed and that the curriculum is adapted to meet the needs of all pupils. This will help address gaps in knowledge and misconceptions, particularly for those with SEND and disadvantaged backgrounds. Additionally, the school should ensure that teaching activities align closely with the intended learning outcomes of the curriculum to facilitate the acquisition of essential knowledge and skills over time.
