St Francis CofE Primary School

Strengths

• Early years provision is strong, giving children a highly positive start.
• Children's communication and language needs are identified early and supported effectively.
• Children build strong foundations in early reading, writing and mathematics.
• Phonics screening outcomes in Year 1 are significantly above national over time.
• Pupils typically learn the curriculum well and reach expected standards at the end of key stage 2.
• Reading is prioritised, with books matched to pupils' known sounds and effective catch-up support.
• Teaching is generally strong, with effective modelling, questioning and revisiting of prior learning.
• SEND identification starts early and works well through partnerships with nurseries, professionals and parents.
• Classrooms are inclusive, with appropriate adaptations and targeted support for SEND and disadvantaged pupils.
• Leaders have stabilised the school after staffing and leadership turbulence and improved parent communication.
• Trust and governance have supported improvement and fulfilled statutory duties.
• Staff value the training and support they receive for their roles, workload and wellbeing.
• Personal development is broad, with trips, residentials and activities that prepare pupils for modern Britain.
• Pupils learn how to keep safe online and in the wider world, including water safety.
• Attendance is consistently high and above the national average.
• Pupils enjoy school and staff build positive relationships from the start of the day.
• Leaders use attendance data effectively to identify barriers and support families.
• Pupils have opportunities for leadership and extra-curricular activities.

Areas for Improvement

• Attendance and behaviour is graded needs attention.
• Low-level disruption still affects some pupils' learning.
• Some pupils and parents have ongoing concerns about behaviour.
• Bullying concerns are not always addressed promptly enough.
• Some parents continue to lack confidence in the school, and more work is needed to rebuild relationships.
• Disadvantaged pupils' combined reading, writing and mathematics outcomes are below national, with a wide disadvantage gap.
• Disadvantaged pupils' reading outcomes were below national in 2024/25.
• On occasions, the curriculum is not well matched to what pupils know and remember, especially for some pupils with SEND, so attitudes to learning can wane.
• Some pupils lack the depth of knowledge leaders intend in personal development, particularly about different beliefs, faiths and cultures.
• Leaders need to ensure all staff consistently uphold high behaviour expectations.
• Leaders need to continue developing staff expertise to meet SEND needs so support is consistently well matched.
• Some remaining concerns from pupils, parents and carers are not fully resolved.
• More pupils with SEND need to participate in extra-curricular activities.
• Leaders should strengthen parent partnerships so concerns are addressed promptly.

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