Foley Infant School Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time at Foley Infant Academy. Leaders, including the local board, are raising expectations at this school. There is a strong sense of teamwork that runs through all they do and a determination to do their best for pupils.

This shared vision and high ambition mean that pupils' achievements have improved.

There have been many changes in recent years. Some parents say that they do not understand why these changes were needed, while others comment that they have seen improvements in their children's education.

Pupils understand the 'Foley Five Values' and say that these help them when they find things difficult. They say that kindness is the mo...st important value. Pupils show this in their behaviour towards each other.

Pupils report that they feel safe. Many say that this is because adults make them feel this way. They feel confident that if they have a problem staff will help them solve it.

They know the difference between bullying and minor friendship issues.

Leaders have worked to improve pupils' wider development. Leaders use assemblies to celebrate diversity and difference.

They know it is important to contribute to life in their community. They raise money for charities and support events in their local village.

What does the school do well and what does it need to do better?

Leaders place reading at the heart of the curriculum.

From the moment children start in Reception, they learn phonics. Staff have improved their knowledge of how to deliver the phonics programme. They step in to correct pupils' misunderstandings.

Pupils not keeping up with the pace of the programme receive effective support. This helps to ensure that no one falls behind when learning to read. Most pupils enjoy reading.

They like selecting books from class reading areas and say that their newly updated library has books that they 'look forward to reading'. Most pupils read at home. Where this is not the case, they receive extra support in school.

In many subjects, staff use assessment well. Where it is most effective, teachers use the information about what pupils know and can do to help plan the next steps in learning. This allows pupils to build on learning over time.

However, systems to assess pupils' learning in some curriculum subjects are at an early stage of development. As a result, not all subject leaders know how well different groups of pupils are achieving. It also means that teachers do not base subsequent learning on what pupils know and can do.

Leaders have built an engaging curriculum that starts in the early years. They have mapped out the exact knowledge that pupils need to learn in each subject. In physical education (PE), for example, pupils deepen their knowledge and understanding of how to control their body movements.

At a later stage, they use these skills to perform dance sequences. In mathematics, leaders have ordered the curriculum content so that pupils can connect and remember their learning over time. Teachers recap learning at the start of lessons to help important knowledge stick.

Pupils are now learning more because teachers deliver the curriculum effectively and model how to do things. However, this is not yet the case in all subjects. This means that in some subjects, pupils do not develop a deep enough understanding of how to become better at the subject.

Leaders expect pupils with special educational needs and/or disabilities (SEND) to learn the same things as their peers. Leaders are identifying their needs at a much faster pace. Staff understand these pupils well and know what they find difficult.

They change plans when pupils need more help. Leaders use specialist workers, such as the specialist SEND support and an educational psychologist, to provide bespoke advice to support pupils in overcoming challenges. This support helps pupils with SEND to do well.

Children in the early years get off to a good start. The new leader has designed an ambitious curriculum that supports children's social and academic development. Leaders make sure that staff have the training they need to develop children's curiosity and love of learning.

Staff ask effective questions to make children think deeply about their learning. Children are prepared for key stage 1.

Pupils behave well, and many attend school each day.

Leaders have effective systems in place to make sure that families understand the importance of regular attendance.

Leaders provide pupils with many experiences to support their wider development. Pupils enjoy reflecting on trips to castles and safari parks.

Staff use these experiences to 'bring the curriculum to life'. For example, pupils could recall how visits to a Tudor house helped them understand the 'Great Fire of London'. Pupils know about other faiths and religions and say that it is 'good to be different'.

They are developing into respectful young citizens.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have effective systems in place to keep pupils safe.

Staff know how to spot any signs of concern. Leaders respond swiftly to offer pupils and families the support they need, including the use of external specialists. Staff carry out the required checks to ensure that adults are safe to work with pupils.

Pupils learn many ways to keep themselves safe. They understand the importance of not using screens before going to bed and the risks they can face online. Pupils feel confident to seek help from adults if they are worried about anything.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, changes to the curriculum are relatively recent. This means that pupils have not yet gained the depth of knowledge in these subjects as they do in others and their understanding of how to become better is weak. Leaders should continue to embed the curriculum to ensure that pupils have the same access to knowledge and skills in all subjects.

• At times, staff do not use assessment as effectively as it could be. This means that leaders do not understand how well pupils are learning in some subjects. Leaders should ensure that assessment is purposeful and used to measure how well the curriculum is being delivered and understood.

• A significant minority of parents express concerns about communication. This has resulted in some parents not feeling informed about the many changes that have taken place in school. Leaders, including the local board, should explore ways to communicate with parents more effectively so that they have greater confidence and understanding of the school's work.