|Name||St Francis of Assisi Church of England Primary School|
|Ofsted Inspection Rating||Outstanding
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||08 June 2011|
|Address||Lowfields Avenue, Ingleby Barwick, Stockton-on-Tees, Teesside, TS17 5GA|
|Religious Character||Church of England|
|Number of Pupils||426 (52% boys 48% girls)|
|Number of Pupils per Teacher||23.5|
|Academy Sponsor||Dales Academies Trust|
|Percentage Free School Meals||2.1%|
|Percentage English is Not First Language||6.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
St Francis of Assisi is slightly larger than most primary schools. The school is extremely popular receiving many more applications for places than it can offer. Few pupils are known to be eligible for free school meals. The large majority are White British with a very small number of pupils coming from minority ethnic groups. Of these, most are of Pakistani Heritage. The proportion of pupils with learning difficulties and/or disabilities is well below average and relatively few have a statement of special educational needs. The school has numerous accreditations and awards including, Investors in People, Gold Healthy School status, the Activemark and the Heartstart Award for its work to promote healthy living.
The school provides its pupils with an excellent education. The school’s exemplary leadership is highly ambitious and effective. Senior leaders have been successful in driving improvements in all aspects of provision and pupils’ development. Half of all teaching seen during the inspection was outstanding with the remainder never less than good. Consequently, pupils make consistent and rapid gains in their learning to attain at levels which are significantly above average. Pupils’ behaviour and their attitudes to learning are outstanding. Within classrooms and around the school they take responsibility for their actions and fully respect the needs and welfare of others. They approach their tasks with enthusiasm showing positive commitment and a strong desire to work hard and succeed. Pupils enjoy receiving recognition for their efforts and this spurs them on to make further gains. Teachers have a detailed knowledge of pupils’ learning needs because assessment procedures are rigorous and thorough. This information is used most effectively by teachers to produce well-planned and challenging lesson activities which amply demonstrate their high expectations of pupils’ capabilities and results in very effective learning. Teachers’ marking of pupils’ work is clear and evaluative. In almost all circumstances pupils are provided with accurate guidance about how to improve their work although there is sometimes a lack of consistency in the marking of mathematics. Governors bring a robust and challenging perspective to the school’s work. While they are appreciative and supportive of the staff’s efforts they are expectant about the school’s performance in meeting the needs of all pupils. All aspects of safeguarding and risk assessment practices are fully compliant and regularly reviewed.