|Name||Saint Francis of Assisi Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Address||Treadgold Street, Notting Hill, London, W11 4BJ|
|Religious Character||Roman Catholic|
|Number of Pupils||212 (53.8% boys 46.2% girls)|
|Number of Pupils per Teacher||11.0|
|Local Authority||Kensington and Chelsea|
|Percentage Free School Meals||32.1%|
|Percentage English is Not First Language||33.8%|
|Pupils with SEN Support||9.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (09 January 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school is part of an informal collaboration with two other schools. The executive headteacher leads the three schools and was appointed in September 2015. The school is an average-sized primary school. Most pupils come from a wide range of minority ethnic backgrounds. The proportion of pupils who speak English as an additional language is above the national average. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have support for SEN and/or disabilities is average. The proportion of pupils who have a statement of SEN or an education, health and care plan is above the national average. The school meets the government’s current floor standards, which are the minimum expectations for achievement in Year 6.
Summary of key findings for parents and pupils
This is a good school The executive headteacher, with her senior team and staff, leads the school excellently. The executive headteacher’s vision and aspirations for pupils are shared by all staff. School leaders always place the needs of the pupils first. This is valued by staff, parents and carers and the pupils themselves. The school looks after and safeguards its pupils exceptionally well. Pupils feel very safe and confident. By the end of Year 6, pupils achieve outcomes in reading, writing and mathematics that are well above national average. Therefore, they are prepared well for the next stage in their education. Progress is good for most groups of pupils. Disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities make strong progress from their starting points. The curriculum is exciting and includes an interesting range of additional opportunities to enhance pupils’ learning. Teaching is typically good across the school. Teachers have high expectations, plan motivating activities that capture pupils’ interest in learning and challenge them to achieve well. Occasionally, pupils find it difficult to persevere with their learning. Leaders recognise that the most able pupils are not always challenged enough in their learning. Children currently in Reception make strong progress and achieve above-average outcomes. They are ready to learn well when they enter Year 1. Leaders know there is some work to do to replicate the good practice of the Reception Year in the Nursery. Governance is strong. The governing body knows what the school does well and what could be even better. Governors monitor leaders’ actions well and hold them to account effectively.