Francis Baily Primary School, located in Thatcham, Berkshire, underwent an inspection on November 7 and 8, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also marked as requiring improvement. However, the school demonstrated good standards in behavior and attitudes, as well as personal development.
The headteacher, Yvonne Standing, leads the school, which is part of The Kennet Academies Trust. The trust is overseen by CEO Gemma Piper and a board of trustees chaired by Mike Cole. The school has high expectations for its pupils, but these expectations are not consistently met, particularly in reading. Many pupils struggle with reading fluency, and the school has not prioritized reading sufficiently. As a result, those who find reading challenging do not receive the expert support they need to catch up, which affects their overall academic performance across the curriculum.
Despite these challenges, pupils express enjoyment in attending the school. They feel safe and well cared for, with teachers providing support for any concerns. Pupils take pride in contributing positively to the school community through various roles, such as librarians and house captains. The school offers a wide range of extracurricular clubs, particularly in sports, which parents appreciate as opportunities for their children to develop interests.
Pupils are taught to embody the values of being ready, safe, and respectful. Their behavior in lessons and throughout the school is commendable, with recent training for staff enhancing their understanding of behavior management. This has led to improved standards of behavior, with teachers addressing low-level disruptions effectively to ensure uninterrupted learning.
In response to the impact of the COVID-19 pandemic, the school has made improvements to its phonics teaching approach. However, not all staff have received the necessary training to become proficient in teaching reading, leading to persistent gaps in pupils' phonics knowledge. The lack of emphasis on reading in the Reception Year contributes to difficulties when pupils transition to Key Stage 1, where they often disengage from reading and struggle to access the broader curriculum.
The school has developed a broad curriculum that is logically ordered and identifies essential knowledge and skills for pupils. However, the implementation of this curriculum is inconsistent, particularly for pupils with special educational needs and disabilities. Teaching does not always build effectively on prior learning, resulting in gaps in understanding and retention of knowledge.
Pupils learn about the importance of tolerance and diversity through various activities, including visits to places of worship. They are educated on internet safety and the importance of not sharing personal information. The board of trustees and local governing body recognize the need for improvement in pupil achievement and are committed to ensuring a strong educational foundation for all students. They have plans in place to address the identified areas for improvement and are aware of their statutory responsibilities.
The safeguarding arrangements at the school are effective, ensuring that pupils are protected and their welfare is prioritized. The inspection highlighted the need for the school to enhance its reading instruction and ensure that assessment data is used effectively to inform teaching and learning. Overall, while the school has strengths in behavior and personal development, significant work is needed to improve the quality of education and leadership to ensure all pupils can achieve their full potential.
