St Francis Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils appreciate the wide range of subjects on offer to them, particularly mathematics. They say, 'It brings something out of us.

It challenges us.' They are enthusiastic in collecting 'happy sides' for good behaviour or working well. Leaders want all pupils to succeed in their learning.

As a result, they are ready for secondary school by the time they leave.

Pupils enjoy learning about Handsworth through history and geography lessons. They also have the chance to undertake local trips, such as to the botanical gardens and local museums.

Some pupils went to the Birmingham Repertory Theatre to see a live performance of a classic story. Older pupils e...njoyed a residential weekend in Staffordshire. They take on responsibilities such as house captains (who contribute to assemblies), play leaders, well-being champions, and the 'Saint Francis helping hands', who help with lunchtime duties in the dining hall.

Pupils behave well in class and are polite and courteous. They live up to the Saint Francis values 'to show care and respect for each other and our world'.

Pupils reported that they know how to keep themselves safe online and using social media.

The 'worry boxes' help them to report any concerns they have.

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

The school's redesigned curriculum ensures that all pupils gain access to a full range and depth of subjects. Subject leaders are well trained to check how effectively teachers deliver it.

Children get off to a prompt start with early reading in Reception. Adults consistently use technical language in phonics lessons. Children are comfortable using terms such as 'digraph, phoneme' and 'grapheme' and know what they mean.

Children in Reception can explain 'oral blending' and 'segmenting fingers'. Pupils new to reading or at risk of falling behind receive effective support. There are 'keep-up' and regular daily reading sessions for pupils with an adult for as long as needed until pupils become confident and fluent readers.

Adults encourage pupils to read with expression.

In mathematics, teachers use the curriculum scheme effectively to ensure that pupils achieve well. There are some inconsistencies in early years in the effectiveness of the provision and the use of resources in mathematics.

In other subjects, older pupils are familiar with key vocabulary, such as 'innovation' and 'conquer' in history. Pupils learn key concepts, such as 'changes over time', 'the past' and 'modern day'. Experiments in science, for example designing circuits, help pupils to develop their scientific knowledge and understanding.

Adults are effective at targeting pupils who do not raise their hands to answer questions or appear to be disengaged. This keeps them on track and enables staff to identify gaps or misconceptions in learning.Staff from Reception through to Year 6 are skilled in supporting the increasing number of pupils with special educational needs and/or disabilities (SEND) and those who struggle to regulate their behaviour.

The school has rightly identified adaptions of the wider curriculum for pupils with SEND as a priority for further development.

Pupils attend school regularly. Individuals in each class are nominated as 'attendance champions' to encourage their peers to come to school regularly and on time.

Pupils are enthusiastic about raising money, including for homeless people, refugees, and people who have experienced domestic violence. Saint Francis is designated as 'a school of sanctuary' by the School of Sanctuary Network. Families gave generously, donating over 1,000 tins at the harvest festival.

Pupils help the school deliver weekly food parcels.

There are numerous clubs, such as chess, art and craft, science and the library. There are regular school productions and performances, including the recent 'Beauty and the Beast' from a theatre company.

Leaders' monitoring of the uptake of clubs and activities is under-developed, meaning that some pupils who are disadvantaged, do not always participate highly in extra-curricular opportunities.

Governors know the school well and are highly experienced and knowledgeable. They consider the headteacher's welfare, who in turn ensures that staff workload is reduced wherever possible.

Leadership of early years has gone through a period of change, which has led to inconsistencies in the provision. The school is benefiting from external support in this area.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Provision for learning in the early years foundation stage is of a variable quality. As a result, some children are not sufficiently well prepared for the next phase in their learning. Leaders should ensure that the provision is of a consistently high standard.

• Adaptions to the wider curriculum for pupils with SEND are not yet consistent across subjects and classes. This leads to some pupils becoming disengaged with their work. Leaders should ensure that adaptions are effective so that all pupils can access the learning.

• The school does not check that disadvantaged pupils access extra-curricular activities often enough. This means that these pupils may miss out on opportunities. The school must do what it reasonably can to ensure that all pupils benefit from its extra-curricular offer.

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