St. Joseph’s Primary School, part of the Winsford Education Partnership, is dedicated to providing an inclusive education for its pupils. The school is proud of its commitment to serving the vibrant and diverse community in Winsford, maintaining its status as a
‘Good’ school in the last Ofsted inspection in 2018. The ethos at St. Joseph’s is deeply rooted in its core values: Positivity, Respect, Independence, Determination and Enthusiasm. These values are integral to the global curriculum and shape every interaction within the school community, ensuring a broad and enriched learning experience for all pupils.
During the assessment visit, it was clear that the school’s commitment to inclusion and meeting community needs is strong. The importance of relationships is emphasised, with a high value placed on building connections and supporting transitions. Weekly sessions are conducted for six weeks, not only for Year 6 but across all year groups, to prepare children for moving classes.
Each child has a transition book filled with photos, notes and other personal details, which are shared with parents. The school is aware of which parents and families need additional support and approaches them with respect, trust and without judgment. This thoughtful and inclusive approach underscores the school’s dedication to fostering a supportive and welcoming environment for every child.
The feedback from parents during the review, reaffirmed the positive atmosphere observed throughout the school day.
Parents humorously remarked on their frequent presence at the school, participating in activities like hearing children read, joining trips, and attending parent lunches. This active involvement contributes to a strong sense of community where everyone knows each other well.
Parents expressed deep appreciation for the comprehensive support their children receive. They spoke passionately about the inclusive environment and praised the school’s efforts to ensure no child feels left out. One parent highlighted the caring attitude of teachers, describing them as not only educators but also surrogate parents who always have their children’s best interests at heart.
The open communication between parents and school staff was highly valued, with parents feeling comfortable and supported in discussing any concerns. They commended the school’s responsiveness in resolving issues promptly. Parents also appreciated that their opinions were sought and valued, whether regarding homework, extracurricular activities, or other school matters.
Overall, parents described the school as a family-oriented community where they feel welcomed, supported and informed about their children’s education and well-being. The word “family” resonated strongly in their descriptions, underpinning the nurturing and inclusive ethos of the school.
During a walk around the school, it was evident that the school is deeply committed to nurturing the development of children as whole individuals, consistently emphasising its clear Catholic values throughout all aspects of school life. Displays prominently showcased this commitment, reflecting the school’s ethos and mission statement.
The school offers a comprehensive residential program starting early with Reception children staying overnight in school. Year 2 students have a one-night stay at a local camp, while Year 4 enjoys a two-night residential trip. Year 6 students also have the opportunity for a 2 night residential. Additionally, there was enthusiasm evident among students for the Key Stage 2 trip to France, which is organised annually.
Displays around the school highlighted various initiatives that contribute to the inclusive culture, such as being a Rights Respecting school, promoting activities under “Let Girls Play,” and ensuring children’s safety. These displays reinforced the school’s commitment to fostering a supportive and respectful environment where all children can thrive. The emphasis on Catholic values permeated every aspect of the school’s ethos, creating a cohesive and nurturing educational environment.
The vast outdoor space provides ample opportunities for children to engage in various activities. These include play areas, quiet spaces, a fairy trail in Key Stage 1, a sports area and a sensory garden. The school also offers a Forest School program delivered by three trained practitioners, featuring a well-planned curriculum that includes sessions for parents.
Every classroom has a tailored ‘calm space’ designed to meet the specific needs of the children in that room. Some spaces are bright with motivational posters, others are calming and some are filled with engaging reading books. Children with SEND are well supported through highly effective quality first teaching, allowing most to seamlessly access classroom provision. For children with more complex needs, individual workstations are provided, enabling them to thrive within the mainstream environment.
The school also provides a ten-place resourced provision (RP), led by one teacher and supported by four adults. Each child in the RP has a personal workstation and pupil profiles are displayed to ensure all adults are familiar with each child’s needs. These profiles ask three simple and effective questions: what people know and admire about me, how you can support me and what I find tricky. Children in the RP are included in all school trips and have opportunities to access mainstream provision throughout the week. This comprehensive approach ensures that all students are well-supported and able to participate fully in school life.
Conversations with teachers, including an Early Career Teacher (ECT), reinforce the school’s deeply embedded culture of inclusivity and support. One teacher noted, “It felt like home as soon as I walked around.” The guidance and support from colleagues and leadership are evident, with SLT attentively responding to staff needs, such as creating a quieter PPA room for focused work. A notice board in the staff room features thank-you notes, fostering a sense of appreciation and value among staff. The emphasis on well- being and a strong sense of togetherness is palpable, as teachers go above and beyond to provide enriching experiences for the students.
There is a robust system for supporting SEND children, characterised by strong home- school connections and regular half-termly meetings to discuss progress. This collaborative approach ensures that children see their parents and teachers working together. Classroom adaptations, evident during a school walkaround, include visual timetables, concentration toolboxes and designated spaces for children needing a few minutes to themselves. Brain breaks and sensory circuits are integrated into daily routines, supporting children’s diverse needs. The inclusive practices and the staff’s dedication to going the extra mile make the school a nurturing and effective learning environment.
Pupil voice from various groups reinforce the inclusive nature of the school, highlighting its commitment to creating a supportive and engaging environment for all students.
Mini-Vinnies are active in raising money for charities, organising competitions and supporting the local community. The school council has successfully raised funds for new toy boxes in each phase and lollipops at lunchtimes. Digital leaders promote online safety through creative activities like making posters, writing books, and classroom discussions.
A wide range of clubs are available, offering children unique opportunities such as fencing, drumming, crafting, and baking. Inclusivity is a core value, demonstrated by a Year 6 student with diabetes who led a whole school assembly to raise awareness and is participating in a charity walk. His initiative, despite initial nervousness, sparked curiosity and questions from other students, promoting a deeper understanding of his condition.
Students articulate their appreciation for the school, discussing their Catholic values, uniqueness and the supportive nature of their teachers. They feel reassured that if they are upset, teachers will help them. The children express enthusiasm about having animals in school, particularly the two new guinea pigs. Their pride in their school is evident, and they describe it as “inspirational.”
