St Joseph’s Catholic Primary School in Dinnington, Sheffield, has undergone significant improvements since its previous inspection, moving from an inadequate rating to an overall effectiveness rating of good. The inspection, conducted on May 26-27, 2021, highlighted the positive changes in the quality of education, behavior, attitudes, personal development, leadership, and management, as well as early years provision. Pupils express enjoyment in attending school, feeling safe and happy, and they benefit from a curriculum that is well-structured and effectively delivered by the teaching staff. Leaders have raised expectations for what pupils can achieve, fostering an ambitious environment for all students.
Reading has been prioritized, with pupils showing enthusiasm for reading activities. Daily sessions dedicated to reading for pleasure have been well-received, and parents have noted improvements in the teaching of reading. The school has established a strong foundation for early reading, with staff receiving specialized training to enhance their teaching methods. This focus has resulted in pupils achieving well in their reading skills.
The school environment is characterized by a calm and purposeful atmosphere, conducive to learning. Pupils report minimal bullying, and they trust that any incidents will be addressed promptly by staff. The school promotes respect and understanding of diverse cultures and faiths, teaching pupils the importance of equality.
Leaders have implemented a new curriculum across all subjects, ensuring that it is carefully sequenced to enhance knowledge retention. Staff training has been provided to support effective teaching of this curriculum, and teachers are diligent in checking pupils' understanding of key concepts. Subject leaders have collaborated with specialists to monitor the curriculum's implementation, although some leaders require more time to conduct thorough checks.
Mathematics instruction encourages pupils to articulate their thought processes, and additional meetings have been introduced to reinforce previously taught content. While pupils enjoy mathematics and demonstrate improvement, there are instances where teachers may overlook mistakes made by some pupils.
In the wider curriculum, subjects like geography are taught in a way that connects new learning to prior knowledge, enabling pupils to articulate their understanding effectively. The early years curriculum emphasizes language development and a love for reading, with teachers planning lessons that prepare children for future learning stages.
The special educational needs coordinator is knowledgeable and provides effective guidance to teachers, ensuring that the needs of pupils with special educational needs and disabilities are promptly identified and supported. This collaborative approach with parents helps to create suitable plans for these pupils.
Behavior in lessons is generally good, aided by a new behavior policy that has been consistently applied by most staff. However, there are occasional lapses in behavior management during lunchtime, indicating a need for further training for lunchtime staff to align with the school's behavior policy.
The governing body actively supports the school's improvement efforts, providing appropriate challenge and oversight to ensure accountability. Staff feel supported in their professional development, and leaders are mindful of their workload.
Safeguarding measures are effective, with staff receiving regular training to identify and report concerns. The curriculum includes lessons on managing safety risks, and pupils demonstrate an understanding of how to stay safe online. Overall, the school has made commendable progress, but there are areas for further development, particularly in ensuring consistent behavior management during lunchtime and providing subject leaders with adequate time for curriculum oversight.
