St Francis Church of England Primary School in Cowley, Oxford, was inspected on December 8 and 9, 2021, and received an overall effectiveness rating of good. The school is characterized by a strong sense of community and a commitment to the well-being of its pupils. The Christian ethos of the school, which emphasizes living life to the fullest, is evident in the relationships among staff and students. The environment is described as happy and welcoming, with children eager to attend school and engage in learning.
Leaders at the school are focused on raising aspirations within the community. Pupils understand the importance of hard work and good behavior, contributing to a calm classroom atmosphere. Staff effectively teach routines that help children navigate the school environment sensibly. The school grounds provide ample space for outdoor play, and staff ensure that activities are available to keep pupils engaged. Feedback from students indicates that behavior has improved, and they feel safe, with clear rules in place.
The school has made significant strides in improving its curriculum, particularly in response to previous low attainment in national tests. Leaders have implemented new curriculum plans in core subjects such as English, mathematics, and science, ensuring that pupils acquire the necessary knowledge for success. A new phonics program has been introduced to enhance early reading skills, and initial assessments show positive results. However, some resources for this program were delayed, and not all staff have received comprehensive training, leading to inconsistencies in phonics instruction.
While the curriculum is designed to integrate various subjects through projects, leaders recognize that this approach may limit the depth of some subjects. They are currently reviewing the curriculum to ensure that essential knowledge is mapped out effectively for each year group. There are concerns about the sequencing of content in certain subjects, which can affect the clarity of teaching and assessment.
In lessons, pupils generally focus on their tasks, although there are instances of distraction and delays in following instructions. Some staff may not consistently enforce high expectations for behavior, which can impact the overall learning environment. The new special educational needs coordinator is effectively supporting teachers in meeting the needs of all pupils, ensuring that everyone has access to the same content while providing tailored support for those with additional needs.
Governors are actively involved in the school, understanding the actions of leaders and monitoring the impact on pupil education. Staff express a strong sense of community and support from leadership regarding their well-being and workload. Safeguarding measures are robust, with staff trained to identify and respond to concerns effectively.
To improve further, the school needs to ensure that all staff are proficient in teaching phonics and that routines and expectations for behavior are consistently applied across all classes. Additionally, leaders must continue to refine the curriculum to provide clear guidance on what knowledge is taught and when, ensuring that all subjects are covered in sufficient depth. The school is on a positive trajectory, with leaders committed to ongoing improvement and the well-being of their pupils.
