St Francis Church of England Aided Primary School and Nursery, located in Bournville, Birmingham, underwent an inspection on November 9 and 10, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, behavior and attitudes, and leadership and management also receiving the same rating. However, personal development and early years provision were rated as good. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected in this capacity.
Pupils at St Francis are generally happy and feel safe, embodying the school’s values of love, honesty, family, forgiveness, and friendship. They enjoy attending school, are polite, and respect one another. Incidents of bullying are rare, and pupils trust staff to address any concerns. Despite these positive aspects, the school has faced challenges with leadership changes in recent years. While leaders have developed an ambitious curriculum, expectations regarding pupil behavior and the quality of work are not consistently high. This has led to instances of disengagement among pupils, disrupting their learning and that of their peers. Leaders are actively working to support teachers in managing these challenges.
The school offers various trips and extracurricular activities to enhance pupils' interests, including visits to the City of Birmingham Symphony Orchestra and an annual residential trip to Snowdonia National Park. Pupils also participate in clubs such as art, choir, French, and photography. However, parents have mixed views about the school, expressing concerns that expectations for their children's achievements have been too low over time, despite recent improvements in behavior management.
The curriculum is well-structured, aiding teachers in planning lessons. However, some teachers lack secure subject knowledge, which affects the delivery of the curriculum and the quality of work produced by pupils. Consequently, pupils do not make the expected progress. Reading has become a priority, with staff trained in phonics instruction, which supports early reading development. Most children with special educational needs are now accurately identified, and parents appreciate the support their children receive. Nonetheless, some younger pupils still have unmet needs, particularly in speech and language, which has hindered their progress in reading and phonics.
In the early years, effective communication between home and school helps children settle quickly. Staff maintain high expectations and establish clear routines, fostering positive attitudes toward learning. Children engage in practical activities that develop their language and number skills. Leaders provide varied experiences to promote personal development, helping pupils understand healthy relationships and encouraging leadership through roles in the eco-council and school council.
The school’s rules help pupils distinguish right from wrong and ensure their safety. Workshops by local services educate pupils on safety in various contexts. Learning about different cultures and religions fosters respect for diversity. Overall, pupils are well-prepared for life in modern Britain.
While leaders are aware of the school’s strengths and areas for improvement, they need to enhance their understanding of how well the curriculum supports pupil learning. A new headteacher has been appointed to stabilize the school after recent leadership changes. Safeguarding arrangements are effective, with staff trained to address welfare concerns and ensure pupil safety. The school is committed to continuous improvement, focusing on raising expectations and enhancing subject knowledge among teachers to better support pupil achievement.
