St Francis of Assisi Church of England Primary School

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About St Francis of Assisi Church of England Primary School

Name St Francis of Assisi Church of England Primary School
Ofsted Inspections
Headteacher Mrs Louise Probets
Address Lowfields Avenue, Ingleby Barwick, Stockton-on-Tees, TS17 5GA
Phone Number 01642769942
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 450
Local Authority Stockton-on-Tees
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this school and are very keen to learn. They demonstrate exceptional attitudes both in the classroom and around school.

Pupils know that staff expect them to behave well. They make great efforts to meet these expectations. Pupils are very welcoming; they hold doors open for others in school and talk politely to visitors.

Pupils concentrate well in lessons. They work with enthusiasm; many raise their hands to answer questions. They enjoy contributing and proudly demonstrate what they know.

Pupils have a clear understanding of diversity. They study interesting topics linked to this, such as Black Lives Matter in English. Pupils develop a sou...nd knowledge of a variety of communities and the lives of the people in the communities.

Staff have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils with SEND are well supported by teachers and teaching assistants to access the curriculum. Many pupils achieve well because of the school's emphasis on pupils knowing and remembering more of the curriculum.

The school provides opportunities for pupils to become responsible leaders. Pupils in Year 4 and above are members of the school council and peer mentors. Pupils in lower year groups are responsible class monitors.

Pupils who hold these roles of responsibility discuss the impact they have had confidently. For example, pupils who hold roles of responsibility explained that they support local food banks and help with community engagement on car parking near the school.

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

The school has carefully designed the curriculum.

For all subjects, there has been careful consideration of what pupils should know and the order in which they should know it. Learning builds on what pupils have done and learned previously. Pupils demonstrate that they can remember their previous learning when discussing their subject knowledge.

Pupils with SEND also demonstrate that they can remember important concepts that have been taught previously. Pupils produce high-quality work in some subjects. On occasion, the intended curriculum is not delivered with consistency.

Sometimes, pupils are not given every opportunity to progress rapidly with their learning. Some staff do not accurately assess when it is time to move learning on as a matter of routine. In mathematics, some pupils do not have enough opportunities to explore reasoning and problem-solving skills.

The curriculum is planned to begin in the early years. Staff in the early years model spoken language well to help develop children's vocabulary. They create many opportunities for children to learn and explore.

At times, the rationale for some of these tasks is not as clear as it could be. For example, there are times when staff are not able to say how particular tasks link clearly to the planned curriculum.

Staff identify pupils with SEND quickly.

These pupils get appropriate support to help them to access the curriculum. Teachers and teaching assistants are provided with strategies to support pupils with SEND adequately. Staff implement these strategies consistently.

Pupils learn to read well. The school has developed its own phonics programme. Staff are well trained to deliver this.

In Nursery, children are taught to identify the sounds they can hear in the learning environment. This prepares them well for formal phonics lessons in the Reception class. Pupils read books that are well matched to the sounds that they know.

Staff are quick to identify any pupils who may have fallen behind in their reading. These pupils have additional reading sessions to help them catch up and keep up. Older pupils discuss their reading books with enthusiasm.

Pupils read a range of fiction and non-fiction texts. Older pupils are aware of the purpose of their reading books. These pupils discuss how regular reading helps them to develop reading fluency.

The school's behaviour system is well understood by pupils. It is exceptionally rare for learning to be disrupted. There are very few significant behaviour incidents.

Staff act promptly to deal with the very rare incidents of poor behaviour. Pupils are very respectful of each other's individual differences. They demonstrate a mature understanding of how others may live their lives.

Pupils attend school regularly. The school has a sharp focus on swiftly identifying pupils who are at risk of falling behind because of low attendance. Effective strategies are quickly put into place to prevent pupils' attendance from slipping.

The curriculum for pupils' personal, social and health education (PSHE) is well considered. Pupils learn about healthy relationships, staying safe both on and offline, and different faiths and cultures. Fundamental British values are embedded into the PSHE curriculum.

Pupils are well prepared for life in modern Britain. They benefit from the educational visits on offer to such places as Saltholme and Robin Hood's Bay. The clubs and activities on offer, such as football, yoga and art, are mostly well attended.

Governors and trustees are ambitious for all pupils to be happy and achieve well at the school. The vast majority of staff are very happy to work at the school. Staff are well supported by leaders.

The trust provides many opportunities for staff development, such as the subject network groups. Many parents and carers value the work of the school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, teachers do not precisely assess when pupils are ready to move on from a task. As a result, there is some variability in how the intended curriculum is delivered. The school should ensure that teachers implement the intended curriculum to ensure that all pupils progress rapidly through the planned curriculum.

• In the early years, there is not enough clarity around the rationale for some tasks. This means that some tasks do not build on the curriculum knowledge as set out in the school's planning. The school should ensure that staff plan tasks that link to meaningful learning for children.

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