St Francis RC Primary School in Gorton, Manchester, underwent an inspection on March 7 and 8, 2023, resulting in an overall effectiveness rating of inadequate. This marked a significant decline from its previous outstanding rating 14 years ago. The inspection highlighted several critical areas needing improvement, particularly in the quality of education, leadership, and early years provision, all rated as inadequate. Behaviour and attitudes, along with personal development, were deemed to require improvement.
The report indicated that the school's curriculum is poorly designed and weakly implemented, leading to insufficient knowledge acquisition among pupils, including those with special educational needs and disabilities. Consequently, students are not adequately prepared for the next stages of their education. Despite these challenges, pupils generally display happiness in school, showing enthusiasm for learning and a welcoming attitude towards peers and visitors. They take pride in their responsibilities within the school community.
While most staff expect good behaviour, some pupils do not adhere to school rules, resulting in disruptions during lessons. The management of these incidents is inconsistent, affecting the overall learning environment. However, pupils feel safe and are confident in sharing their concerns with trusted adults. The school has made efforts to address bullying effectively when it arises.
The inspection revealed that leaders have not prioritized the curriculum adequately, leading to a lack of coherence in what pupils are expected to learn. The early years curriculum fails to prepare children for Year 1, and the curriculum for older pupils lacks clarity regarding subject content. This disorganization hampers pupils' ability to retain knowledge and achieve in core subjects like English and mathematics.
Teachers lack the necessary guidance to design effective learning experiences, resulting in disconnected and jumbled learning. Assessment strategies are not utilized effectively, leading to unaddressed gaps in knowledge and misconceptions among pupils. Additionally, the needs of pupils with special educational needs are not identified or supported adequately, hindering their progress.
The phonics programme is inconsistently delivered, with staff lacking the subject knowledge required for effective implementation. This inconsistency affects pupils' reading fluency and confidence, leaving many unprepared for the key stage 2 curriculum. Behaviour management is another area of concern, as some staff tolerate low-level disruptions, impacting the learning experience for others.
In terms of personal development, the curriculum has seen some recent improvements, with pupils gaining a better understanding of diverse relationships and fundamental British values. However, gaps in learning remain, leaving some pupils unprepared for life in modern Britain. Pupils are aware of how to maintain physical and mental health and appreciate the sporting opportunities available to them.
Governance has been identified as a weakness, with governors not adequately monitoring the school's performance since the last inspection. New governors have been appointed, but it is too early to assess their impact. The new headteacher and deputy headteacher recognize the significant weaknesses and have begun to address them, although progress has been slow.
The safeguarding arrangements are effective, with staff trained to identify and report concerns. The curriculum includes safety education, such as online safety. However, the overall capacity for improvement is considered poor, as many leaders lack the necessary skills to drive change. Immediate action is required to ensure that the curriculum meets the needs of all pupils and that effective teaching practices are established. The school must prioritize the identification and support of pupils with special educational needs and ensure that all staff are equipped to deliver a coherent and ambitious curriculum.
