St Francis of Assisi Catholic Primary School, a Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

St Francis of Assisi Catholic Primary School is an oasis at the heart of the community.

Pupils love to attend this caring school where everyone is made to feel welcome. Pupils and parents enjoy a morning greeting and a slice of toast with members of school staff. These special relationships help pupils know they are cared for.

One pupil summed up the school's spirit by saying, 'There is a place for everyone and a friend to be made.'

The school has very high expectations for all pupils. This includes the high proportion of pupils for whom English is an additional language.

Pupils are highly motivated. They are eager to learn and rise to the school's ...challenges. Pupils have high aspirations for the future.

Overall, they achieve well as they move through the curriculum. As a result, pupils are well prepared for their next stage of learning.

Pupils enjoy creative and engaging experiences that enhance their wider development.

They express their excitement as they describe their 'seaside day'. During this day, donkeys and seaside attractions arrive at St Francis of Assisi to recreate the joy of the seaside. Pupils relish this opportunity.

These rich and thoughtful wider activities contribute exceptionally well to pupils' development.

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

Reading is at the heart of the curriculum. Pupils develop a genuine love of reading and are keen to share their favourite stories.

The school incorporates texts that enhance pupils' understanding of difference. For example, pupils read texts to learn about different disabilities. This helps pupils to understand the different characteristics that these stories celebrate.

Well-trained adults help pupils learn to read. The school identifies those pupils who need extra support. Pupils with special educational needs and/or disabilities (SEND) benefit from personalised support, where needed.

As a result, pupils develop their reading over time.

Pupils, including pupils with SEND, benefit from a broad and ambitious curriculum. In mathematics, the curriculum progresses in a clear and logical order.

This helps pupils build their knowledge over time. Regular opportunities to revisit prior learning ensure that pupils remember what they have learned. For example, Year 6 pupils recall rules about denominators and adding fractions from previous years.

In the wider foundation subjects, the curriculum is still in its early stages. Pupils are less able to recall their prior learning than they are in mathematics.

Children in early years get off to a strong start in their education.

The school has identified the key vocabulary and questions that adults should use to develop children's learning. At each activity station, the 'skills sheet' shows the purpose of each activity and the key vocabulary that supports this. This helps adults and children to have purposeful interactions.

The school uses reading books to boost children's language and inspire their imagination. For example, the school has designed a unique 'hole' in the playground to support children's reading of a story called 'The Something'. Children make enthusiastic predictions about what might be down the 'hole'.

Pupils in the school delight in the opportunity to support their peers. Year 6 pupils fulfil their buddy role with a sense of responsibility and pride. The 'Good Shepherd' event lets every pupil lead a school activity.

They relish the chance to design and lead activities that fundraise for Catholic Care. These rich experiences give pupils valuable leadership opportunities from nursery age and beyond.

A wide range of exciting trips and visits build pupils' experience of the wider world.

Pupils in Year 3 learn to ice skate. Pupils in Year 4 talk about their residential visit with great enthusiasm. The school designs these visits to bring the taught curriculum to life.

For example, pupils in Year 2 learn about the Great Fire of London. They develop teamwork skills by building replica houses. Pupils watch, in awe, as their model house burns in a controlled fire in the school playground.

The school also expertly links this history topic to learning about fire safety. These tailored opportunities ensure pupils develop knowledge wider than the national curriculum.

The school, academy council, trust and diocese are resolute in their ambitions.

They want every pupil to have the best start to their school life. Leaders ensure the caring ethos is underpinned by high standards. Pupils love to attend school.

Staff receive the same care as pupils. 'Circle time' allows staff to meet and discuss their lives. It embodies the vision of putting people at the heart of the school.

Adults are proud to work at the school. They are unified in their goal to give the whole community a school of which they can be proud.

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 foundation subjects, the curriculum is less securely embedded than it is in others. Where this is the case, pupils cannot recall consistently well the key knowledge they have previously been taught. The school should continue its work to ensure that the curriculum is implemented well across all subjects.