St Joseph’s Catholic Primary School in Moorthorpe has been recognized as a good school following its inspection on June 29 and 30, 2022. The school fosters a positive environment where pupils feel happy and safe, and they treat one another with respect. The community atmosphere is strengthened by the weekly virtues that pupils learn about, such as kindness and generosity. These virtues are integrated into daily life, encouraging pupils to reflect on their behavior and character development. The school rewards pupils for exemplifying these virtues, reinforcing their importance in shaping their identities.
The culture of respect within the school promotes empathy among pupils, who articulate the significance of treating others as they wish to be treated. Bullying is not perceived as a problem, and pupils are confident that staff will address any concerns seriously. The high expectations set by staff motivate pupils to strive for independence and resourcefulness in their learning. This approach is evident even in the early years, where children are encouraged to take responsibility for their belongings and contribute to their environment.
The leadership team has focused on developing a robust curriculum that clearly outlines learning objectives for pupils. The curriculum is ambitious and designed to build a solid foundation for future studies. Leaders have also addressed potential gaps in knowledge resulting from the disruptions caused by the COVID-19 pandemic, particularly in mathematics. A strong emphasis on early reading has been established, with a new phonics scheme implemented and staff trained to deliver it effectively. Pupils engage enthusiastically with reading, and the school has created a culture that celebrates this passion.
Teachers provide clear and precise explanations in lessons, utilizing ambitious vocabulary that encourages pupils to respond with sophisticated language. In the early years, high expectations for communication are modeled, benefiting children's language development. Regular use of 'flashbacks' in lessons helps reinforce prior learning, although the consistency of checking pupils' understanding varies across classrooms. Some teachers do not routinely assess what all pupils know, which can lead to gaps in knowledge not being identified promptly.
Pupils with special educational needs and/or disabilities receive effective support, ensuring they can access the same curriculum as their peers. Teaching assistants play a crucial role in removing barriers to learning, and those who speak pupils' native languages provide additional support for English language learners. Overall, pupils demonstrate good behavior and have high expectations for themselves and each other. They are engaged in lessons and maintain strong relationships with staff, who are perceived as caring and supportive.
Pupils discuss diversity and tolerance maturely, valuing opportunities to explore important topics in a safe environment. The school encourages community involvement through various activities, preparing pupils to be active citizens. Despite recent leadership changes, staff feel supported and valued, appreciating the consideration given to their well-being and workload management.
The safeguarding arrangements at St Joseph’s are effective, with a clear priority placed on pupil safety. Staff and pupils understand how to report concerns, and there is a strong focus on well-being. Leaders work closely with external agencies to support vulnerable pupils and their families.
To improve, the school should ensure that teachers systematically check pupils' understanding in lessons to identify gaps and misconceptions more quickly. This will enhance the overall effectiveness of teaching and learning, ensuring that all pupils receive the support they need to succeed.
