|Name||St Joseph’s Catholic Primary School, Barnoldswick|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 June 2013|
|Address||West Close Road, Barnoldswick, Lancashire, BB18 5EN|
|Religious Character||Roman Catholic|
|Number of Pupils||128 (50% boys 50% girls)|
|Number of Pupils per Teacher||20.3|
|Percentage Free School Meals||6.3%|
|Percentage English is Not First Language||28.1%|
|Pupils with SEN Support||22.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is smaller than the average-sized primary school. Most pupils are of a White British background. An increasing proportion of pupils come from other White backgrounds and Pakistani heritage. The proportion of pupils speaking English as an additional language is below average. The proportion of pupils supported through school action is above the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs, is above the national average. Pupils’ needs relate mainly to speech, language, communication and specific learning difficulties. The proportion of pupils known to be eligible for the pupil premium funding is below average. This is additional funding given to schools by the government to support pupils who are known to be eligible for free school meals, children from service families and those children who are looked after by the local authority. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. There is a before-school club to help parents with childcare. The acting headteacher became the permanent headteacher in February 2013. The deputy headteacher took up her post in June 2013.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. Children start the Early Years Foundation Stage with skills that are below levels typically expected overall and attain standards that are above average by the end of Year 6. Teaching is good. Relationships are strong and this creates a positive climate for learning. Teachers use questioning well to develop pupils’ understanding. Teaching assistants take an active role in the classroom and provide good support for pupils. Behaviour is good and pupils feel safe. Pupils want to learn and do well. They are rightly very proud of their school and teachers. There have been no exclusions. The headteacher has high expectations and a clear vision for the school. The regular checks made of teaching are having a positive impact on achievement, which is rising. This is an improving school because of good leadership and governance. It is not yet an outstanding school because : Teaching is good and not outstanding. Pupils do not make equally strong progress in all classes. Not all pupils understand what it is they need to do to improve their work in literacy and numeracy. Not all teachers consistently set next steps for pupils and then provide opportunities for pupils to respond to their marking. This slows their progress. Subject leaders and senior leaders who are new to their post are at the early stages of developing their role of checking aspects of the school’s performance in order to bring about improvement.