St Mary & St Joseph’s Catholic Primary School in Wool, Dorset, was inspected on 21 and 22 February 2024. The overall effectiveness of the school is rated as requiring improvement, with similar ratings for the quality of education, leadership and management, and early years provision. However, the behaviour and attitudes of pupils, as well as their personal development, are rated as good. The school has a welcoming and inclusive environment where pupils generally display positive attitudes towards learning. Most students behave respectfully towards each other and staff, and there have been effective measures taken to address bullying, resulting in improved behaviour.
The curriculum is currently undergoing changes, leading to inconsistencies in how well pupils learn across different subjects. While pupils achieve well in phonics, English, and mathematics, their performance varies in other areas. Recent leadership and staffing changes have begun to stabilize the situation, with positive impacts noted in the Reception curriculum. Pupils have access to a variety of clubs and activities, and those in leadership roles, such as Bronze Ambassadors and prefects, take pride in supporting their peers and contributing to the school community.
The curriculum is ambitious and broad, with the school identifying key knowledge for many subjects. However, there are gaps in the identification of subject-specific skills in some areas, and not all teachers share a consistent understanding of what should be taught. The school has not yet established effective methods for assessing pupil understanding in these subjects. Despite these challenges, pupils are well-prepared for the next stages of their education in reading and mathematics, with a strong phonics program in place that supports quick reading development.
In the early years, activities are still being refined to better align with key learning areas. While children have opportunities to develop various skills, the learning environment is still evolving to provide richer experiences. Pupils express enjoyment in discussing their learning, and older students take pride in their written work. However, some pupils have reported occasional disruptions in lessons, although the new behaviour policy is beginning to yield positive results.
The school effectively identifies and supports pupils with special educational needs and disabilities, ensuring they can work alongside their peers. The pastoral provision has improved, aiding students in developing social and emotional skills. The school promotes understanding of different cultures and religions, fostering a culture of tolerance and respect among pupils. The GIFT team plays an active role in school assemblies and community support initiatives.
Leadership changes in recent years have caused some instability within the school community. The trust has provided support to monitor the curriculum and ensure a clear vision is in place. While improvements have been made, much of the work is still in its early stages, particularly regarding curriculum implementation. The safeguarding arrangements are effective, ensuring the safety and well-being of all pupils.
To improve, the school needs to ensure consistent implementation of the curriculum across all areas, particularly in the early years. There is a need for a shared understanding of what pupils should know and be able to do, as well as effective assessment practices to monitor progress. The trust must strategically oversee the curriculum's impact across all subjects to enhance pupil learning and preparedness for future educational stages.
