Franciscan Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this happy school, where they are taught to be assertive and articulate right from the start in the early years. Pupils provide a warm welcome to visitors to the school and readily interact, showing a polite curiosity.

They feel safe in school and are confident that staff will resolve any issues that arise.

Staff have high expectations of pupils' behaviour and, as a result, pupils behave well in lessons and eagerly engage with the learning on offer to them. In the playground, pupils play well together most of the time.

Pupils and staff say they feel valued and are proud to be members of the Franciscan Primary School community.

...Pupils' experiences in school go beyond the academic curriculum. The school provides opportunities for pupils to take on positions of responsibility, such as acting as a member of the school council, eco-council, 'B buddies' or reading mentors.

Pupils are taught how to be active citizens, for example, in their charity work collecting for food banks and performing in the local community concert and recycling shows.

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

The school has recently made changes to its curriculum that are beginning to have a positive impact. Trust leaders, trustees and the governing board check in with staff and pupils regularly to extend their understanding of the impact of these changes.

Staff say that they are fully behind the changes and subject leaders appreciate the training and networking opportunities offered by the trust. They are well supported by leaders to manage their workload.

The school has set out an overview of what should be taught in each subject and staff ensure that pupils with special educational needs and/or disabilities (SEND) can access the same curriculum as their peers.

Teachers know what they have to teach and when. However, in some subjects, the curriculum does not identify the key knowledge that pupils need to learn precisely enough. This means that in these subjects, pupils do not develop detailed knowledge and skills.

The school recognises that the curriculum needs further embedding. For example, teachers have not yet had subject-specific training to help them build their expertise in teaching the school's new curriculum.

The school wants pupils to develop a love of reading.

Leaders organise regular reading cafes, library visits and workshops for parents and carers. They have carefully selected a rich range of diverse and inclusive key texts, as well as book lists for each year group from early years to Year 6. In the Nursery, children begin to hear and identify sounds in stories, rhymes and games.

This sets them up well for Reception, where they start learning phonics straight away. Over time, the vast majority of pupils, including pupils with SEND, make good progress in learning to read. Leaders have recently reviewed the implementation of the reading curriculum and ensured that pupils who are at risk of falling behind have extra practise to help them keep up with their peers.

They make sure that pupils take home books that match their phonics knowledge accurately, which helps pupils to build their fluency.

Pupils' personal development is enhanced in many ways. Pupils are taught that they have the right to be heard and listened to and they are given opportunities to debate.

For example, throughout the UNICEF 'Outright week' pupils learned about democracy and in personal, social, health and economic education they debate how to manage conflict. During 'enterprise day' pupils make items to sell. They apply their understanding of Fair Trade from their learning in geography and develop an understanding of finance.

Attendance is a high priority for the school. Leaders look carefully at trends and patterns and work closely with families to identify any barriers and ensure that pupils who are persistently absent come into school more often. This is showing positive impact for some families.

Pupils enjoy coming to school and have positive attitudes towards their learning. They work hard during lessons and take pride in their written work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum does not identify the key knowledge that pupils need to learn precisely enough. This means that some pupils do not develop detailed knowledge and skills across the curriculum. The school should ensure that they fully identify the key knowledge to be taught in all subjects in line with the best practice in other subjects.

• In some subjects, the school has not provided teachers with subject-specific professional development. This means that some teachers have not built their expertise in these subjects. The school should ensure that they focus on improving subject, pedagogical and pedagogical content knowledge in order to enhance the teaching of the curriculum.