|Name||St Francis de Sales Catholic Infant and Nursery School|
|Address||Margaret Road, Walton, Liverpool, L4 3RX|
|Religious Character||Roman Catholic|
|Number of Pupils||410 (52.4% boys 47.6% girls)|
|Number of Pupils per Teacher||16.5|
|Percentage Free School Meals||36.9%|
|Percentage English is Not First Language||9.0%|
|Pupils with SEN Support||17.3%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
This large nursery and infant school is almost double the size of similar schools. Almost all pupils are from White British backgrounds, and very few speak English as an additional language.
The proportion of disabled pupils and those who have special educational needs is low. The proportion of pupils known to be eligible for the pupil premium is above the national average. The pupil premium is additional funding for pupils known to be eligible for free school meals and those who are looked after by the local authority.
The early years offers part-time provision for nursery pupils, and children attend in different formats according to their age, some starting very late in the school year. Some pupils also start at various points across the school year in other year groups. There has recently been a change to the leadership structure within the school.
Summary of key findings for parents and pupils
This is an outstanding school. Pupils make outstanding progress and reach levels that ensure they are very well prepared for their next stage of education. Leaders at all levels have an uncompromising commitment to pupils’ success, and have high expectations which the pupils consistently rise to meet.
They have secured outstanding teaching in all areas of the school. Teachers have encouraged pupils to develop a love of reading and all pupils are positive and keen to learn. Pupils enjoy coming to school and are happy and confident.
Lessons are exciting and interesting, and as a result, pupils make exceptional progress. A particular strength of the school is the use of the open-plan teaching spaces. Pupils regularly mix with other classes, making friends easily and have access to extra resources which support their learning well.
Teachers plan exceptionally well for pupils’ learning, organising interesting activities that support pupils’ academic, social, moral, spiritual and cultural development equally well. Feedback is helpful, although is not always in language children can read for themselves. Teaching assistants are a strength of the school, working alongside teachers to ensure all pupils have the very best support and appropriate resources for their needs at all times.
Governors understand the strengths of the school and challenge leaders in areas that could still improve further. They have a good balance of skills to support and challenge the school in all areas. Governors have carefully managed finances so that the pupils have access to the best resources possible and their experiences are enriched continually across the school year.
The school’s curriculum includes exciting trips and visitors, and all themes and topics include opportunities for pupils to read, write and investigate using their mathematics skills. This leads to pupils enjoying learning and gaining confidence in using their skills in real situations. Pupils’ behaviour is exceptional.
They are well mannered, polite and respectful, and are welcoming to new pupils who join the school. They gain confidence and are able to work with others, with staff or on their own with an equal amount of focus and determination. The early years provision for pupils closes any gaps in their skills very well, so that all are prepared for the next stage of their education and can access the learning in Year 1 equally well.
The school has improved since the last inspection. A more rigorous use of data on pupil performance has ensured that all are making equally good progress and that all pupils’ needs are met well. Middle leaders are now starting to take more ownership of data relating to their areas of responsibility.