St Francis of Assisi Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Francis of Assisi Catholic Primary School is warm, caring and welcoming to all. The school has high expectations for pupils' achievement. Pupils are happy and feel safe and supported in school.

Pupils, including children in the early years, have positive attitudes to their learning. They are keen to learn and achieve well. The school has fostered the development of pupils in line with their vision to 'build and share together'.

Pupils behave well across the school. As a result, there is a calm and purposeful atmosphere. Pupils are attentive and care for and support each other.

They respond well to staff's requests and direction. Pupils are aware of who the...y can talk to if they have a concern.

Pupils benefit from the school's well-resourced outdoor environment and playing field.

This helps to stimulate their engagement and learning. Older pupils have additional responsibilities and value these opportunities. These roles include 'lunch-time support' and 'well-being champions'.

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

The school has established a well-structured curriculum that is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). In some subjects it is clear what the important knowledge is that pupils should learn and when they should learn it. Teachers use assessment strategies effectively, allowing them to deliver the curriculum in a way that enables pupils to build their knowledge securely over time.

However, in a few subjects, the school has not clearly identified the important content and vocabulary that pupils should learn and the order in which they should learn it. This makes it difficult for teachers to design learning activities that build on what pupils already know. As a result, in these subjects, some pupils do not learn and remember the intended curriculum as well as they could.

Reading is at the centre of pupils' learning. The 'Reading Garden' provides pupils with a book-rich retreat that allows them to become immersed in reading. Its position in the middle of the school allows it to entice pupils into reading widely and often.

Children start to learn the phonics programme as soon as they enter the Reception class, having benefited from a language-rich environment in the Nursery class and two-year-old setting. Teachers' regular checks ensure that those pupils who struggle to keep up with reading are identified and quickly receive effective support. As a result, pupils gain the knowledge and skills that they need to become confident and fluent readers.

The school provides a highly inclusive setting. Pupils with SEND achieve well alongside their peers. Staff work well together to identify the needs of pupils.

The special educational needs (SEN) unit provides well-designed and tailored programmes, which effectively support vulnerable pupils' learning and well-being.

Pupils' behaviour in class and around the school is positive. They are well-mannered, kind and polite.

Children in the early years learn to share and take turns from the earliest point of entry as two-year-olds. The school has established an effective routine in its 'Good to be Green'. This supports pupils' awareness of the school's high expectations for their behaviour.

As a result, pupils learn in an environment that is free from distractions for the majority of the time.

Attendance is a high priority for the school, and it is improving due to the focus, incentives and initiatives to support families. The school encourages parents to engage with it openly and offers wider support where needed.

Pupils benefit from the well-being hub within the school. This helps pupils to understand the needs and feelings of themselves and others. As a result, pupils are respectful and caring towards each other.

The school provides opportunities for the wider development of pupils. Pupil roles include support buddies and house captains.

The school has fostered a positive and supportive culture among staff.

It has taken carefully considered action to support the workload demands on staff. For example, staff are given time to focus on their teaching.

Governors know the school well.

They have a clear and accurate understanding of the quality of education that pupils receive. Governors provide effective challenge and support to the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the school has not clearly identified the important blocks of knowledge, vocabulary and skills that pupils should learn and when they should learn it. This means that pupils do not learn as well as they could and struggle to retain and recall some aspects of their learning. The school should define the key subject content more precisely in these subjects so that pupils' learning builds securely over time.

• In some subjects, there are gaps in teachers' subject-specific knowledge. At times, this means that teachers do not deliver the curriculum as well as they could. The school should ensure that staff have the appropriate subject knowledge to support pupils to achieve well in all subjects.