St Francis Catholic Primary School, Goosnargh

St Francis Catholic Primary School, Goosnargh

Address: The Hill, Horns Lane, Goosnargh, Preston, Lancashire, PR3 2FJ Unique reference number (URN): 119633

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children achieve well by the end of the Reception Year, laying strong foundations for their future learning. This knowledge is further consolidated in Year 1, where typically all pupils achieve the expected standard in the phonics check. Pupils in key stage 2 learn to read confidently, fluently and with a high degree of comprehension. Across subjects and classes, pupils develop a deep knowledge of all subjects. They recall key learning well and can apply this in a range of contexts. The increasing number of pupils with social, emotional and mental health needs make great strides in their learning from their various starting points. They recall key knowledge well in a range of subjects. Pupils with special educational needs and/or disabilities and disadvantaged pupils achieve as well in all subjects. The published data at the end of key stage 2 is not truly reflective of the school’s success due to the small

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Attendance and behaviour Strong standard

Pupils enjoy coming to school. This is because of the positive environment that leaders and governors have created. Pupils rarely miss a day of school. Leaders check on pupils’ attendance carefully. Where necessary, they help to address any barriers to pupils’ attendance, including any emotional needs. This leads to improved engagement for these pupils, including those who are disadvantaged and those with social and mental health needs.

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Attendance and behaviour Strong standard

Staff set clear and consistent expectations to ensure that pupils’ behaviour across the school is overwhelmingly positive. Pupils are involved in producing class rules so that they are invested in setting and maintaining a high standard of behaviour. They learn about the harmful effects of bullying, which is not tolerated by staff and pupils alike.

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Attendance and behaviour Strong standard

Pupils have excellent attitudes towards their learning. They are supportive of one another and work well together. The school environment supports pupils’ respectful and polite manner. Pupils feel safe from the harmful effects of discrimination, harassment or abuse, both in school and when online. Where rare issues arise, leaders address them swiftly and decisively.

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Attendance and behaviour Strong standard

Pupils with special educational needs and/or disabilities are provided with the support and adaptations that they need to help them manage their emotions and their own behaviour.

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Curriculum and teaching Strong standard

Leaders check on the quality of teaching and learning to refine and improve the curriculum. Each subject is ambitious in its scope. The progressive way in which the curriculum is structured builds pupils' learning and helps teachers to check on how well pupils remember key knowledge. This ensures that pupils are ready for the next steps in their education. Teachers enable pupils to apply their knowledge to different contexts to develop a rich understanding of the topics they learn. Staff are provided with purposeful professional development. They use their subject knowledge to address any misconceptions and deepen pupils’ learning. In the early years and key stage 1, teachers successfully support pupils to keep up with the intended phonics programme. For those needing additional help, there is comprehensive support to make sure that they achieve well in the Year 1 phonics screening check. Throughout the school,

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Curriculum and teaching Strong standard

leaders' focus on developing pupils' vocabulary has resulted in them routinely using ambitious language in both their speech and written work. In mathematics, pupils apply a secure understanding of the basics to solve increasingly complex problems.

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Curriculum and teaching Strong standard

Staff use their knowledge of individual pupils to adjust their approach to learning to meet pupils’ specific needs. The effective, additional support that is put in place is effective in reducing barriers for learning so that all pupils access the same curriculum.

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Early years Strong standard

In the early years, leaders have set out a clearly defined curriculum that sets ambitious expectations for all children's learning. This enables staff to deliver the curriculum with a strong focus on securing the knowledge that children need to remember. Staff have positive and meaningful interactions, demonstrating rich vocabulary to help children develop their language and communication skills.

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Early years Strong standard

Staff identify children's individual needs at the earliest opportunity. They adapt learning skilfully to ensure that children who have special educational needs and/or disabilities, and those who are disadvantaged, progress quickly through the curriculum. All children in the early years achieve well from their various starting points.

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Early years Strong standard

Reading is prioritised from the outset. Children in the Nursery Year learn to love books, stories and rhymes. In the Reception Year, leaders have ensured that the phonics scheme enables pupils to secure key knowledge swiftly so that children read with confidence and accuracy.

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Early years Strong standard

Staff work closely with parents and carers. Parents appreciate the way in which nursery staff settle children so that they feel safe to explore their learning. Throughout the early years, children demonstrate curiosity and the confidence to try out new ideas. They are well prepared for the next steps in their learning in Year 1.

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Inclusion Strong standard

Leaders have created a positive culture of inclusion where difference is celebrated. They use their knowledge of children in the early years to identify individual needs swiftly and precisely. Leaders quickly put in place effective support, especially for those pupils with special educational needs and/or disabilities and those who are disadvantaged. Their close liaison with parents and carers, as well as external agencies, helps with this. Teachers ensure that there are adaptations in place to address any barriers for learning so that all pupils can access the curriculum. Leaders check on pupils’ progress to refine any adjustments so that pupils achieve well.

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Inclusion Strong standard

Leaders have ensured that staff have received relevant training to support pupils' needs. This includes the increasing number of pupils with social, emotional and mental health needs. Staff help pupils overcome their barriers to learning so that they can access the curriculum. This is in addition to developing pupils' confidence and social skills.

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Inclusion Strong standard

Additional funding is targeted to ensure all vulnerable pupils have the same wide range of opportunities and experiences as other pupils. Many have developed their self-esteem by being part of the school band, representing the school in sporting tournaments and by participating in trips and residential visits.

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Leadership and governance Strong standard

Leaders have maintained and built upon the school's strengths in all areas. This ensures that pupils benefit from a very positive educational experience. Through their improvement work, leaders strive to make the school even better. Their actions make a tangible difference to pupils, such as in the continual refinement of the curriculum to ensure that pupils achieve well in many subjects. Staff understand these priorities and can see the positive impact of leaders’ work. This steady, purposeful approach helps to sustain improvements across the school.

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Leadership and governance Strong standard

Governors are knowledgeable. They use their expertise to validate the school's self- evaluation. They ask informed, probing questions and work in partnership with leaders. This ensures that all remain focused on what matters most for pupils. The decisions made by leaders and governors reflect a deep commitment to pupils’ wellbeing and success. They think carefully about the needs of disadvantaged pupils and those with special educational needs and/or disabilities. As a result, the pupils benefit from provision that is increasingly well targeted to their needs.

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Leadership and governance Strong standard

Staff value the high ‑ quality professional development on offer. Training is purposeful and enables staff to focus on what makes the greatest difference to pupils' achievement and wellbeing.

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Personal development and wellbeing Strong standard

The school’s personal development programme is woven effectively throughout the curriculum from the early years through to Year 6. Teachers thoughtfully encourage pupils to reflect on ethical issues and an understanding of their own and others’ faiths.

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Personal development and wellbeing Strong standard

There is a clear emphasis on promoting pupils' understanding of difference. Pupils use this awareness, together with the school's values, to inform their views of the wider world. British values, such as tolerance and respect, are taught alongside moral issues. For example, pupils can describe how the British democratic system works and how laws are made.

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Personal development and wellbeing Strong standard

In subjects such as art and design, leaders help to develop pupils’ social and cultural understanding, including through meaningful links with a school in Africa. Leaders have also devised programmes of development to raise pupils' aspirations and understand their place in the world, for example through a careers fair where pupils learn about different professions.

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Personal development and wellbeing Strong standard

The school’s programme includes comprehensive relationships education. Teachers build pupils' awareness of what constitutes healthy relationships from year to year. Pupils understand how to keep themselves safe online and how to identify risks to their wellbeing in a range of different situations.

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Personal development and wellbeing Strong standard

Pupils have a range of clubs, activities and leadership roles that develop their talents and interests. For example, pupils' experiences include performing as part of a band, a braille workshop and clubs for fencing and curling. Leaders ensure that disadvantaged pupils and those with special educational needs and/or disabilities have equal access to these opportunities. Leaders check that each pupil in the school has a range of different clubs and experiences to develop pupils’ confidence and self-esteem.

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What it's like to be a pupil at this school

Pupils at this small, welcoming school value the way in which staff take the time and effort to get to know them and their families. This creates a calm and harmonious atmosphere. Pupils feel cared for and safe. The highly positive relationships that pupils have with staff and their peers ensure that they have a deep sense of belonging to the school community. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are included in all aspects of school life.

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What it's like to be a pupil at this school

Staff make learning relevant and interesting so that pupils enjoy their studies. Staff set very high expectations to ensure that pupils attain well in reading, writing and mathematics by the end of key stage 2. Some disadvantaged pupils, and those with SEND, exceed these standards. Leaders have a range of effective strategies in place to identify where pupils need additional support. Staff are skilled at addressing any barriers to pupils’ learning. The increasing number of pupils with social, emotional and mental health needs are supported well. They progress well from their various starting points.

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What it's like to be a pupil at this school

Pupils behave extremely well. They have positive attitudes towards school. Bullying is extremely rare because early signs of misbehaviour are tackled well by staff. Leaders continually promote the importance of being in school. This results in high rates of attendance.

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What it's like to be a pupil at this school

Pupils are very well prepared for their next steps, both academically and for life in modern Britain. During their time at the school, they experience a staggering array of opportunities to extend their personal development. They develop a detailed awareness of community and global issues, for example through projects such as the pupils’ campaign to encourage school suppliers to reduce their use of single-use plastics. All activities are chosen purposefully by leaders to promote the school’s vision for ‘living, feeling and dreaming’.

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Next steps

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who

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Team inspectors:

Sarah Midgley, Ofsted Inspector Cole Andrew, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Total pupils

are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The chair of the board of governors in this school is Michael Blair.

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About this inspection

The school is part of a federation called The Brock and Hill Federation.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, deputy headteacher and the curriculum and pastoral lead during the inspection.

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About this inspection

This school is registered as having a Roman Catholic religious character. The school's previous section 48 inspection of schools with a religious character took place in February 2024.

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About this inspection

The school does not use alternative provision.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 67% 62% Close to average

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average

2023/24 (final) 67% 61% Close to average

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national average

2022/23 (final) 67% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 80% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 75% 72% Close to average

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average

2022/23 (final) 67% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 80% 74% Close to average

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average

2023/24 (final) 75% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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