Frenchwood Community Primary School in Preston, Lancashire, underwent an inspection on June 21 and 22, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, leadership and management, and early years provision were all rated as Requires Improvement, while personal development was rated as Good. This inspection marked a significant change from the previous inspection in February 2020, where the school was rated as Good.
The school is described as nurturing, with pupils feeling well cared for and safe. They have positive relationships with teachers and peers, and they appreciate the calming spaces available, such as the pods and secret garden. The school also has an allotment area where pupils grow fresh produce. Pupils reported that bullying is rare, and staff address conflicts effectively. However, there are concerns regarding low-level misbehavior during the school day, which some staff do not manage effectively due to lower expectations for pupil conduct.
In terms of academic achievement, while some subjects show high expectations and pupils are beginning to perform well, others do not meet the expected standards. This inconsistency is also evident in early years education, where the curriculum has not been developed sufficiently to ensure a smooth transition from Nursery to Year 6. Pupils enjoy extracurricular activities, including cookery and sports clubs, which contribute positively to their development.
Leaders have outlined what pupils should learn, but there are gaps in curriculum design in certain subjects and early years education. This lack of clarity sometimes leads to ineffective teaching strategies that do not support pupil learning adequately. Teachers do use assessment strategies to gauge pupil understanding and provide guidance, but the effectiveness varies depending on the clarity of the curriculum.
Some subject leaders have not improved their expertise since the last inspection, which affects their ability to monitor curriculum delivery effectively. This gap in leadership capacity hinders the identification and resolution of weaknesses in curriculum design and delivery, impacting pupil achievement. Leaders have implemented systems to identify pupils with special educational needs and disabilities, ensuring their needs are assessed and met appropriately.
The school promotes a love of reading, with a focus on phonics from the Reception Year. Staff are trained to deliver the phonics program effectively, and most pupils read books that match their phonetic knowledge. However, attendance remains a significant issue, with a considerable number of pupils not attending regularly, which affects their learning. Leaders are working to address barriers to attendance but need to enhance their strategies further.
Governors understand their responsibilities and support staff well, considering their workload and well-being. The safeguarding arrangements are effective, with staff trained to recognize and respond to welfare concerns promptly. Pupils learn about online safety and understand how to protect their online identities.
To improve, the school needs to refine its curriculum design, ensuring clarity for teachers on what to teach. Leaders should also enhance staff expectations for behavior and address attendance issues more effectively. By focusing on these areas, the school can work towards improving overall effectiveness and ensuring that all pupils achieve their potential.
