St Joseph's Catholic Primary Academy in Halifax, West Yorkshire, underwent its first inspection under the Education Act 2005 on October 1 and 2, 2024. The school, led by headteacher Mary Togher and part of the Blessed Peter Snow Catholic Academy Trust, received a positive evaluation across all key areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision, all rated as good.
The school fosters a warm and welcoming environment where pupils feel happy and safe. There is a strong sense of community, with students showing genuine care for one another. Respectful interactions are evident among pupils, staff, and visitors, contributing to a positive atmosphere. The school maintains high expectations for both learning and behaviour, and it has taken steps to address previous challenges in academic outcomes, particularly in 2023. The appointment of a new leadership team has led to improvements in the quality of learning.
St Joseph's offers robust pastoral support, including mental health workshops aimed at Year 6 girls, and collaborates with charities to assist families in need. The school emphasizes the importance of equality, encouraging pupils to treat others as they wish to be treated. Cultural awareness is promoted through various activities, including art competitions that celebrate diversity.
Parents and carers express positive sentiments about the school, appreciating the communication and feeling that their voices are heard. The curriculum is ambitious and aligns with national standards, with a clear progression of knowledge from early years through to Year 6. Staff development in reading and mathematics has been prioritized, resulting in secure subject knowledge and effective teaching practices. However, there are inconsistencies in the implementation of agreed teaching approaches in some subjects, which can hinder learning for certain pupils.
Pupils with special educational needs and disabilities are well supported, with their needs clearly identified and addressed. The school places a strong emphasis on vocabulary development, and pupils articulate their learning confidently. Nevertheless, there are concerns regarding the presentation of written work, with some pupils demonstrating inconsistent letter formation and a lack of pride in their work, which is not consistently addressed by staff.
Phonics instruction is delivered effectively, with routines established to support learning. Pupils are able to apply their phonics knowledge in writing, and reading fluency improves as they progress through the school. The early years curriculum effectively prepares children for future learning, with a focus on language development and mathematical knowledge through engaging activities.
Behaviour policies are well understood and implemented, resulting in a calm and orderly environment. Attendance has improved, but some pupils still do not attend regularly, which affects their learning. The school is actively working to enhance attendance through new systems that consider the views of parents and pupils.
The personal development curriculum has been recently reviewed, broadening pupils' understanding of the world. Opportunities for charity work and leadership are encouraged, and extracurricular activities enrich the school experience. The school has made significant improvements in a short time, with leaders demonstrating a commitment to ongoing development and staff well-being.
Safeguarding arrangements are effective, ensuring a safe environment for all pupils. The school is encouraged to continue refining its curriculum implementation and to address the presentation of written work to enhance overall learning outcomes. Continued efforts to improve attendance will also be essential for ensuring that all pupils can fully benefit from the educational opportunities provided.
