St Francis Catholic and Church of England Primary Academy, located in Ventnor on the Isle of Wight, received a positive inspection report following its evaluation on November 9 and 10, 2021. The school was rated as good in all areas, including overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under the Education Act since the school had not been previously inspected.
The report highlights a strong commitment from all staff to ensure that every pupil achieves well, particularly those requiring additional support. The school fosters an environment where pupils feel safe and happy, with clear expectations for behaviour. Staff actively promote the school’s values of being ready, respectful, and safe, which contributes to a positive atmosphere. Pupils report that instances of unkind behaviour are rare, and they feel supported by adults when issues arise.
A notable aspect of the school’s approach is the implementation of the ‘zones of regulation’ program, which helps pupils understand and manage their emotions. This initiative equips students with the vocabulary and strategies to navigate their feelings, enhancing their emotional resilience. Pupils express pride in their school and actively participate in the community, taking on responsibilities such as play leaders and librarians. The school is perceived as welcoming and inclusive, with pupils emphasizing equality regardless of differences.
The teaching of reading is particularly effective, especially in the Reception year, where staff have received high-quality training to enhance their instructional methods. The phonics scheme is closely followed, ensuring that pupils practice their reading skills with appropriate materials. This structured approach has led to most pupils making a strong start in their reading journey. Additionally, older pupils demonstrate fluency and confidence in reading a diverse range of texts, supported by skilled teachers who select books to extend learning.
In mathematics, Reception children are taught essential vocabulary to discuss number facts, laying a solid foundation for future learning. Staff are well-trained to support older pupils in developing their mathematical understanding through a carefully sequenced curriculum. The school has ambitious plans for other subjects, ensuring that learning is interconnected and builds on prior knowledge. However, there is a need for subject leaders to more precisely identify the key knowledge and skills that all pupils should acquire.
The school is inclusive, with leaders prioritizing the needs of pupils with special educational needs and disabilities. These pupils receive timely and effective support, enabling them to achieve well across the curriculum. Behaviour is well-managed, with high expectations set by leaders, resulting in minimal disruption to learning. Attendance is also good, reflecting the school’s strong engagement with families.
Leaders are dedicated to providing a broad range of experiences to prepare pupils for their next educational stages. Pupils engage in thoughtful discussions about spirituality and local culture, fostering a sense of community and belonging. Staff feel valued and supported, benefiting from professional development opportunities provided by leaders. The school is well-supported by its multi-academy trust, which has facilitated improvements in the curriculum.
The safeguarding arrangements are effective, with a strong culture of welfare and continuous training for staff. Leaders work collaboratively with external agencies to ensure the safety of pupils. Overall, while the school has made significant strides, there is an ongoing need to refine the curriculum to ensure that all pupils learn and retain the most important knowledge and skills across subjects.
