Ofsted conducted a remote visit to St John Fisher Primary, A Catholic Voluntary Academy, on 24 November 2020, to assess the school's response to the challenges posed by the COVID-19 pandemic. This visit was part of a broader initiative to understand how schools are managing the return to full education after an extended period of disruption. The visit was not an inspection and did not involve graded judgments or the usual range of inspection activities, such as classroom observations or reviewing pupils' work. Instead, it focused on discussions with the headteacher and senior leaders about the school's actions since the full reopening of schools in September 2020.
During the visit, it was noted that the school had been proactive in addressing the educational gaps that had emerged due to the pandemic. At the time of the visit, two class bubbles were isolating, and nearly half of the pupils had experienced periods of remote learning since the start of the autumn term. The school continued to deliver a full curriculum, with an emphasis on reading, writing, and mathematics, recognizing the need to address gaps in pupils' knowledge in these areas. The headteacher reported that assessments had revealed deficiencies in pupils' reading comprehension and handwriting, prompting the allocation of additional time for these subjects.
In mathematics, younger pupils were found to have not retained their understanding of basic number concepts, while older pupils exhibited gaps in their knowledge of fractions and a lack of confidence in using fundamental operations. To mitigate these issues, teachers dedicated extra teaching time to support pupils in these areas. The school also maintained a commitment to teaching subjects within the wider curriculum, placing particular emphasis on physical education, music, and French to enhance pupils' creativity and support their social and emotional well-being.
The school implemented a remote education strategy for pupils who were isolating, utilizing a combination of paper-based and online materials. For entire bubbles that were required to isolate, staff provided pre-recorded lessons, ensuring that the majority of tasks assigned remotely aligned with those planned for in-person learning. This approach aimed to maintain continuity in education despite the challenges posed by the pandemic.
The visit did not reveal any significant concerns regarding the school's operations or its response to the pandemic. The information gathered during this visit will contribute to Ofsted's national reporting, helping to inform future educational policy. The headteacher and senior leaders expressed their commitment to ensuring that all pupils receive the support they need to recover from the disruptions caused by the pandemic and to thrive in their educational journey.
Overall, the visit highlighted the school's dedication to addressing the challenges posed by COVID-19 while ensuring that pupils continue to receive a well-rounded education. The proactive measures taken by the school to assess and address gaps in learning demonstrate a strong commitment to the academic and personal development of its pupils. The insights gained from this visit will be valuable in shaping future educational strategies and policies in response to the ongoing impact of the pandemic on schools across the country.
