|Name||Franciscan Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||21 May 2012|
|Address||221 Franciscan Road, Tooting, London, SW17 8HQ|
|Religious Character||Does not apply|
|Number of Pupils||371 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.2|
|Academy Sponsor||Graveney Trust|
|Percentage Free School Meals||27.7%|
|Percentage English is Not First Language||58.5%|
|Pupils with SEN Support||19.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Franciscan Primary is much larger than the average-sized primary school. Most pupils are from minority ethnic backgrounds, with the majority being from Black Caribbean or African backgrounds. The proportion of pupils who speak English as an additional language is much higher than the national average and many of these are at the early stages of learning to speak English when they start school. The proportion of pupils who are known to be eligible for free school meals is well above that found nationally. The proportion of disabled pupils and those who have special educational needs is well above average, with an above average proportion supported by school action plus or with a statement of special educational needs. The majority of these have behavioural, emotional or social difficulties or moderate learning difficulties. The school manages a learning support unit, which provides support for a small number of pupils who have behavioural, emotional and social difficulties and learning difficulties. It also makes provision for pupils who have been excluded from other primary schools for more than five days. The school meets the current government floor standards, which set out the minimum expectations for attainment and progress. Children in the Early Years Foundation Stage attend either full or part-time in the Nursery and full- time in one of two Reception classes. The Children’s Centre, which shares the site is not included in this inspection. Breakfast and after-school clubs, managed by the governing body, run every day. The school has a number of awards, including the UNICEF Rights Respecting acreditation.
This is a good school. Under the strong leadership of the headteacher, improvements have been made in a number of areas including pupils’ achievement, the quality of teaching and attendance. The school is not outstanding because while teaching is mainly good or better, it is not of a consistently high quality to bring about outstanding achievement for all pupils. Higher-ability pupils are not always sufficiently challenged. In the Early Years Foundation Stage, progress is slower because teaching of early reading skills is not consistently good and assessment is not effectively used to inform planning for different groups of pupils. Pupils’ achievement is good overall. The vast majority, including disabled pupils and those who have special education needs, make good progress in relation to their starting points. Overall, pupils reach above average levels in English and mathematics. Pupils whose ethnic heritage is other than White British or who speak English as an additional language make outstanding progress. Teachers use assessment processes well to plan a range of activities, which pupils complete with enthusiasm. They use marking effectively to give specific comments about how pupils can improve their work. Pupils feel very safe in school. They are friendly courteous, get on well together and have good attitudes to learning. Behaviour is good as a result of high expectations and a wide range of strategies to support those who have behavioural, emotional and social difficulties. Attendance is above average and improving. Leaders and managers, including the governing body, have made sustained improvements since the previous inspection to the school’s overall effectiveness. Teaching has improved, as a result of effective performance management of staff and because leaders and managers provide good coaching support combined with effective professional development opportunities. .