St Joseph's Catholic Primary School, Preston

What Ofsted said

From the inspection on 27 January 2026

The school is a welcoming place. Leaders make sure that pupils’ differing needs are identified quickly when they join the school, whether in the early years or at other times. Pupils who face additional barriers to learning benefit from carefully considered support to help them overcome these. Staff address gaps in pupils’ knowledge quickly and skilfully. As a result, disadvantaged pupils and most pupils with special educational needs and/or disabilities flourish at the school. Children settle quickly in the early years. Caring and well-trained staff help children develop their ability to communicate their needs and ideas. This prepares them well to interact successfully with others and to be ready for their learning as they move through the school. Pupils typically achieve well across the curriculum. Most attend school regularly and on time, which helps them experience success. Pupils enjoy their learning and participate in lessons with enthusiasm. Leaders make sure that the curriculum and other opportunities prepare pupils effectively for their next stages of education and for later life. Pupils behave well. They appreciate the need for rules and routines. Pupils are considerate and courteous. They understand how this contributes to a calm and harmonious community for all. Pupils feel safe at school. They know who to speak to if they have any worries and trust staff to deal with the rare incidents of unacceptable behaviour, including bullying. Pupils access a wide range of clubs, trips and other opportunities that strengthen their understanding and their learning about the wider world. Many also take on leadership roles to support others. For example, reading champions share their favourite books with younger pupils, which enhances their enjoyment of reading.

What the school should improve

• Leaders should ensure that teachers identify and address errors in pupils’ letter formation so that pupils can develop greater fluency in their written work. • Leaders should ensure that temporary part-time attendance arrangements have clear end points and are reviewed regularly with parents and carers so that pupils do not miss important learning.

Read the full Ofsted report (opens in a new tab)