Pupils are proud of their school. They embrace and follow the school’s mission to ‘love, learn, respect and forgive’. Leaders and staff have high expectations and are determined that all pupils achieve well. They provide a warm and caring environment where pupils thrive and flourish. Pupils enjoy coming to school. They play and work together happily and show genuine kindness to others. Classrooms are calm and pupils are keen to learn. They talk enthusiastically about their lessons and take pride in their work. Pupils know what to do if bullying happens. Staff deal with any issues quickly and fairly. Pupils learn about healthy relationships and how to keep themselves safe. They show respect for each other and their teachers. Pupils say that ‘we are all equal here’. Pupils contribute to improving their community. They raise money for charity. School councillors have worked to change the traffic flow around school. ‘Eco warriors’ plant the garden and help other pupils to know how to care for the environment. Parents speak positively about the improvements they see at the school. They make comments such as: ‘I cannot be thankful enough for all the extra work and help the teachers have given my child.’ What does the school do well and what does it need to do better? Leaders have worked determinedly to improve the school. They have designed an ambitious curriculum which excites and motivates pupils. Leaders have thought carefully about what pupils will know and learn in each subject. Detailed plans show how the new things pupils learn build on what they already know and can do. Leaders provide teachers with regular training and support so they know what to teach and how. This means that pupils gain the knowledge and skills they need. Some subject leaders have benefited from highquality training. Not all foundation subject leaders have had the same level of support for their role. Science, mathematics and design and technology are strengths of the curriculum. Leaders in these subjects have designed activities that regularly revisit and check what pupils remember and understand. This enables teachers to plan the next steps and identify any extra support that pupils may need. However, leaders have not planned this as well in all subjects. The school fosters a love of reading. Pupils can talk about different authors and books they have read. They say that they love reading. Leaders have prioritised reading from the very start. Teachers use a consistent approach to teach phonics Inspection report: St Joseph’s Catholic Academy 10 and 11 May 2022 2 from the early years. They make sure that pupils who struggle to read get support to help them keep up. The books pupils take home are well matched to the sounds they are learning. This enables them to practise these sounds at home as well as at school. Mathematics is taught well across the school. Teachers receive training to develop their subject knowledge and learn how to support pupils effectively. Pupils’ knowledge and understanding increase steadily over time. Pupils have frequent opportunities to solve problems and explain their reasoning. Pupils with special educational needs and/or disabilities are supported effectively. Well-trained staff adapt plans for these pupils so that they can access an ambitious curriculum. This means they achieve well in a wide range of subjects. Children get off to a good start in the early years. They settle quickly into school life. The classroom and the outdoor area offer a calm and focused learning environment. Children benefit from a range of well-planned activities. They get lots of opportunities to practise their early mathematical skills and knowledge. Children respond confidently to the many challenges they are offered. Pupils behave well in lessons and around the school. They are polite and respectful towards each other and visitors. Pupils readily volunteer for jobs. For example, older pupils accompany the youngest ones to lunch. Leaders ensure that pupils understand fundamental British values and how to be a good citizen. Pupils learn about different beliefs. They can explain their understanding well. There is a strong, committed staff team. Staff value the opportunities they receive to improve their skills and subject knowledge. Leaders carefully consider the workload and well-being of staff. Staff feel that leaders listen to them. Governors, school and trust staff work well together to ensure that pupils get the best possible deal. They know the school and the community it serves very well. Governors and trustees provide effective challenge and support to leaders.