St Joseph’s Catholic Primary School

St Joseph’s Catholic Primary School

Walking hand in hand with Jesus

St Joseph's Catholic Primary School
Lawton Avenue, Carterton, Oxfordshire OX18 3JY

Mrs Amanda Cross

01993 841240


We have been awarded the Gold School Games Mark for the third year running!

We have been awarded the Primary Science Quality Mark!

The Structure of our Curriculum Offer

Our aim is to provide an ambitious, well rounded and progressive curriculum that meets the needs all pupils while preparing them for their future as enthusiastic and self-motivated learners. By using a centrist approach we use a blend of pupil based enquiry and teacher modelling in order to ensure coverage of the National Curriculum, this is supported by key skills across every subject. This approach enables learners to play an active role in the learning process as well as ensuring there are opportunities for whole class teaching, modelling and demonstration.   

In Key Stage 2 high quality literature is used as a starting point in developing the 'hook' for the curriculum content each term and these are used to weave in the thematic topic/enquiry based learning. In Key Stage 1, pupils are immersed in a range of stories to promote a love of reading and of which some can be used to build curriculum content around.

Each curriculum area has progression statements that are used for children to build upon, year on year - in this way we can ensure that gaps in learning can be identified and targeted and learning is building on prior knowledge.

Knowledge organisers are used by pupils to ensure that the appropriate language, key learning ideas and information are consistently used so that they remember more.



Our pupil's God given talents are given opportunities to emerge, grow and develop through our rich and varied curriculum at St Joseph's.  

It is important to us that each child is able to reach their potential and recognise their strengths and weaknesses through a curriculum that is able to build on their faith and knowledge and understanding of the world as well as developing key skills across the curriculum.  

Our pupils come from a range of cultural and spiritual backgrounds including belonging to forces families and we embrace and use this diversity and knowledge to further develop curriculum opportunities.  

At St Joseph's Catholic Primary School, we will engage and inspire pupils with a relevant, inclusive and memorable curriculum that makes learning irresistible. We will ignite children's curiosity, instilling a passion for lifelong learning. We use high quality literature to inspire teaching and learning opportunities. 

The curriculum ensures that academic success, creativity and problem solving, reliability, responsibility and resilience, as well as physical development, well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning. The curriculum celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the children’s spiritual, moral, social and cultural development, ensuring that children are well prepared for life in modern Britain. It provides opportunities for children to develop as independent, confident, critical and successful learners with high aspirations who know how to make a positive contribution to their community and the wider society.

We strive for all pupils to develop resilience and perseverance, challenging and supporting children to aim high. The curriculum will cover specific key areas of knowledge, skills and understanding within and across different subjects so it is focused and concise. Children will be encouraged to delve deeper into their learning, building on skills progressively each year which will lead to academic success across the curriculum.

At the heart of their learning, children will develop an understanding of the core values and Jesuit Pupil Profiles that we believe in, core values that are the cornerstones of respectful, global citizens. Our caring culture will underpin the ethos of the school which will be spread widely through our community by promoting our core values. Children will be equipped with a range of strategies that enable them to access their learning in a variety of ways in order to overcome barriers to learning and achieve success.

Our school recognises the importance of ‘purposeful learning’ and as a result pupils are encouraged to share ideas with those in power, such as the Prime Minister, those who have influence, such as Pope Francis, and those who are driving change in the environment such as HRH The Duke of Cambridge. This supports pupils in developing their independence and motivation as learners and their sense of responsibility as future citizens and is at the heart of all our teaching and learning.


The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the children in our school. A progressive curriculum approach has been implemented at the school to ensure coverage and progression in a number of curriculum areas. This approach enables project based learning, fostering each child’s curiosity and interest throughout each topic and also enabling the achievement of depth in knowledge and skills. Opportunities for child voice are planned at the beginning of each new topic and this is used to inform the learning for each topic to ensure relevance.

The children’s own community, its unique setting and traditions are frequently used as a starting point for engaging interest. St Joseph’s is proud of its links the RAF, Abingdon and Witney and it’s sporting links with Carterton Community College as well as its strong and varied links and engagement with the local community, to enrich children’s learning experiences.

The school’s curriculum is broad and balanced and the strong development of the STEM and PE provisions dimensions of the curriculum’ is recognised by its achievement of the Primary Quality Mark in Science (2020) and the Gold School Games Mark (third year running). The school makes a conscious effort to engage with drives that will enable further development and excellence in specific areas.

The outdoor environment and the local community are considered an opportunity for active learning for all our children – we engage with the RAF Ambassadors and often visit the base for team building/enrichment activities. We have strong links with the Parish and our pupil leaders engage with community events such as preparing and serving food for the sick, planning community events in conjunction with the town council and visiting the elderly. Our pupils have completed a beach clean, visited historic sites, sang at Westminster Cathedral, attended auditions for X Factor, attended Fairford Air Show- just to name a few extra curricular activities and all of these opportunities open up the world to our pupils.

St Joseph’s Catholic Primary School also makes full use of the skills of a wide range of professionals to support learning throughout their time at the school.   Children will work with specialists for various subject areas; poetry – local poet John Foster, is a regular visitor, specialist coaches are employed so that pupils can learn cricket and tennis, IRock Bands (music), STEM activities and clubs are also very popular. The school holds the ‘Gold School Games Award’ for competitive sports – with a particular emphasis on sport for all – every single pupil will take part in a competitive sport whilst at school.

A varied timetable for extra-curricular activities is offered by the school, with clubs that support the core curriculum offer, as well as those which develop specialist skills, such as fencing, whilst also extending the range of children’s experiences. A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and provide a purpose and relevance for learning.

The school takes pride in providing a highly inclusive environment, where learners demonstrate high levels of enjoyment in their education and most make very good progress in most subjects and areas of learning. Children at all levels are helped to achieve their potential. Those who are most able are challenged and supported through being offered tasks which provide opportunities for greater depth and those who struggle are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.

We continually use research to inform best practice and have recently implemented *Rosenshine's Principles of Instruction as a pedagogical approach in delivering the curriculum.  These are:

1. Sequencing concepts and modelling
- Presenting new material using small steps
- Provide Models
- Provide Scaffolds for difficult tasks
2. Questioning
- Ask questions
- Check for understanding
3. Review material
- Daily review
- Weekly monthly review
4. Stages of practice
- Guide students practice
- Obtain a high success rate
- Independent practice

(Tom Sherrington Rosenshine's Principles in Action)


The innovative practice across the school provides a strong foundation and opportunities for children to collaborate and develop social skills both indoors and out. This curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on children’s outcomes.

Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Children feel safe to try new things. High quality visits and visitors to the school enhance the curriculum and provide opportunities for writing for a purpose.

Children have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning.

 'St Joseph’s is inclusive with a strong ethos of compassion and kindness. Leaders and staff have high expectations of behaviour. All pupils feel valued. As one pupil said, ‘This is a fabulously caring and happy place.’

 Ofsted 2020 

Our school is following the 'Rising Stars' progression framework and we have completed them in below for the Autumn 1 term.  These can be found on the subject specific pages.

To access your child's national curriculum expectations, please click on the appropriate Key Stage below.

Whole School Planning document 2021-22

What is going well and ideas for improvements 2021-22:


What is going well?

  • Collective Worship - a strength in our school
  • Pupils have a growing understanding of the Pupil Profile Values
  • Multicultural Celebrations
  • Sacramental preparation
  • Minnie Vinnies - supporting local and international charities -Sower Magazine coverage, Singing at Westminster Cathedral
  • Visitors from CAFOD/Parish Priest
  • Embedded RSE Programme
  • Embedded Virtues

Next Step

  • Parent workshop on resources (RSE)
  • Continue to develop children's knowledge and understanding of vocation
  • Invite more faiths to share during Multi-Cultural Celebrations
  • Extend visits to other places of worship
  • Have themed faith days
  • Monitor and evaluate RE lessons 


What is going well?

  • Writing has improved over time,  children are being challenged and there are more opportunities for extended writing which is cross curricular 
  • Key skills have been targeted such as spelling and punctuation
  • Targeted guided reading sessions or Book Talk sessions are supporting children in inference and deduction skills
  • Project X has supported children in improving reading and phonics
  • Targeted phonics groups to improve phonics outcomes
  • Next Steps 
  • Embed no more marking (writing assessments across the school)
  • Monitor teaching of phonics to ensure a consistent approach
  • Extend library visit to KS1
  • Targeted handwriting groups- using a consistent approach 
  • Individualised Writing and Reading Targets for each pupil to raise the attainment of all
  • Target boys reading across the school
  • Improve writing for specific year groups (hampered by COVID 19 lockdowns)


What is going well?

  • More of a consistent approach to the teaching of math's mastery approaches across the school 
  • Baseline assessments in September give teachers indications of gaps and this is used to inform planning in how to accelerate learning 
  • Parent Workshops planned throughout the year
  • Termly assessments to support TA progress data
  • Study group for Year 6 to support teaching
  • TT Rockstars and Maths Apps used to promote fluency
  • Levels of challenge set within lesson raise expectations  
  • Next Steps
  • Implement recovery plan for Mathematics
  • Embedding Maths Mastery across the school
  • Consistent approach to the teaching of Fluency lessons
  • Whole school push on times tables - timed IT tests
  • Regular time to practice skills in different situations (cross curricular, problem solving etc)
  • Parental engagement through workshops


What is going well?

  • Science profile raised - Science Primary Quality Mark achieved
  • Science activities planned throughout the year
  • Embedding roles of Science Ambassadors - action planning for them to follow
  • Science coordinator seeing good practice across the school
  • Resources for science are good
  • STEM activities planned for KS2 
  • CPD to lead and manage Science across the school planned
  • Excellent links with STEM Ambassadors in the community
  • Next Steps
  • Plan for and develop the Science Ambassadors to observe lessons and teach a science club at lunch times
  • Use 3D printers in lessons
  • Plan for more investigatory science - Hands on activities to inspire and motivate
  • More trips to Science providers (London Science Museum for example)
  • Continue the expansion of visitors  to school to promote the teaching and learning opportunities for staff and pupils
  • Science CPD for all staff
  • Involve secondary schools to support teaching and learning of science - visits etc

Humanities - Geography and History

What is going well?

  • Topics linked across KS2
  • Theme days linked to topic
  • Museum resources used to support KS1 topics
  • Visitors and trips to local historic areas of interest
  • Comparison of areas
  • Additional resources to support teaching and learning of the humanities 
  • CPD in Geography teaching prioritised 
  • Use of Geography Knowledge organisers
  • Next Steps
  • More of a focus on geography skills and progression across the school
  • Themed days - evacuees, bushcraft for survival
  • Field trips linked to geography planned - e.g. rivers, beaches, mountains etc
  • Monitoring of key skills and progression
  • More modern history 
  • Monitoring of Geography lessons, knowledge and understanding - linked to knowledge organisers


What is going well?

  • iPads used in school
  • Data programming is becoming more widely used across the school
  • Laptops and tablets used to support learning
  • Subject co-ordinator in place
  • Good use of learning platform (since lockdown)
  • Next Steps
  • Implement recovery plan for ICT
  • Implement new Computing Curriculum across the school (Teach Computing)
  • More use of data monitoring equipment across the school
  • Continue use of learning platform and additional ICT resources to support homework (and in the case of a local lockdown being reintroduced)
  • More opportunities to use the computer to present work in various formats
  • Monitoring of subject area
  • Teaching children across the school to use software on the computer - such as Excel, PowerPoint effectively
  • CEOP Ambassador - CPD for Staff and Children
  • Monitoring of progression across the school
  • Use of 3D Printers to support learning 

The Arts - Music, Art and D&T

What is going well?

  • Introduction of new online Music Resources Charanga
  • New class instruments (Ukulele, chime bells, etc)
  • Children have opportunities to use various mediums to present and look at art
  • Children have opportunities to design, plan and build various objects linked to their topics both at home and in school
  • Embedding Projects on a page
  • STEM activities through topic
  • Cooking is becoming embedded across the school 
  • An audit of provision at school to ensure curriculum can be taught effectively 
  • Opportunities to take part in the iRock band
  • A more comprehensive approach to music across the school 
  • Next Steps
  • Recovery plan for music and the arts
  • More opportunities for children to produce their own music
  • Embed progressions for the arts 
  • Instruments across the school each child to learn an instrument
  • More visiting musicians 
  • Music being taught by specialist internal teacher
  • More CPD planned for D&T to ensure key skills, knowledge and understanding are covered (teacher delivering teaching) 
  • Fully embed DT Projects on a page
  • Plan towards a DT Mark for school
  • More trips to support the arts in school 
  • Mapping progression of key skills across the school for Cooking
  • Monitoring of subject area


What is going well?

  • PE is a strength in our school - we have achieved the Gold School Games mark for the 3rd year
  • Children have many opportunities to develop skills across many sporting activities
  • Playground Leaders in Year 5
  • Young Sports Leaders training
  • Cross school competitions
  • Sports Day
  • Extra Curricular activities include Dance, Gymnastics, Football and Tag Rugby
  • PE Curriculum maintained - Real PE
  • Next Steps
  • Opportunities for sports coaches to provide specific sports coaching
  • Funding available for PP children to access after school sporting activities
  • Introduction of Real Legacy - parental engagement in PE
  • Monitoring of subject area
  • CPD monitored 
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