The Academy of St Francis of Assisi, located in Liverpool, underwent an inspection on April 24 and 25, 2024, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development was rated as Good. The school, which is part of The Liverpool Joint Catholic and Church of England Academies Trust, has experienced recent changes in leadership, which have impacted its progress.
Pupils at the school take pride in their diverse community and actively participate in cultural events, such as a recent culture day that celebrated various heritages. The school has made efforts to welcome new pupils, including those with limited English proficiency, fostering a supportive environment. However, despite improvements in behavior management, a small group of pupils continues to disrupt learning.
The school is in the process of developing a curriculum that meets the needs of its pupils, but many subjects are still in the early stages of this development. Consequently, some pupils struggle to build a solid foundation of knowledge, leading to underachievement. While pupils appreciate the variety of educational trips offered, the curriculum's inconsistency affects their overall learning experience.
The school has faced challenges due to staffing turbulence, but stability has been restored. Leadership has improved systems for gathering information about the school, enabling better support and challenge from trustees and the local governing body. The curriculum reflects the community's diversity, helping pupils, including newcomers, develop a sense of belonging.
In certain subjects, the school has identified essential knowledge and introduced it logically, leading to some successful learning outcomes. However, this is not consistent across all subjects, resulting in variable achievement levels. Staff are knowledgeable and frequently assess pupils' learning, but some do not effectively use this information to address knowledge gaps, hindering the progression of some pupils.
The school has increased expectations for pupils with special educational needs and disabilities (SEND), identifying their needs promptly. However, some staff struggle to adapt the curriculum delivery for these pupils, which affects their learning. Support for struggling readers is in its early stages, with some Year 7 pupils receiving appropriate help, while others in different year groups do not have the same level of support, impacting their access to the curriculum.
Personal development is a priority, with pupils receiving valuable information on various topics, including healthy relationships and the dangers of gang violence. The school has enhanced its careers provision, helping pupils make informed decisions about their futures. Recent reviews of behavior management and attendance systems have led to improvements, although some pupils still exhibit negative attitudes towards education and attendance remains an issue for certain vulnerable groups.
Staff are committed to improving the quality of education and generally support the positive changes being implemented. They appreciate the consideration given to their workload, with additional time allocated for curriculum development. The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils.
To improve, the school needs to clearly identify essential knowledge across subjects to enhance teaching and pupil achievement. Staff should effectively use assessment strategies to identify and address gaps in learning, particularly for pupils with SEND. Additionally, the school must ensure that struggling readers receive adequate support to improve their reading skills and overall learning experience.
