St Francis CofE Primary School

St Francis CofE Primary School

Address: Longfield, Falmouth, Cornwall, TR11 4SU Unique reference number (URN): 144059

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Early years Strong standard

Children get off to a highly positive start to their education. Leaders know children’s starting points when they join the school, particularly around children's communication and language needs. This knowledge is used effectively to ensure that children get all the support they need to thrive. Routines are quickly established so that children understand what is expected of them. Children listen intently to adult instructions, which ensures that they apply new knowledge well in their learning.

p.2

Early years Strong standard

Leaders plan a range of activities that support the ambitious curriculum across the 7 areas of learning. Children are highly motivated to learn at every point of the school day, both during adult-led sessions and during independent learning time. They sustain their concentration in all that they do. Staff consistently use high-quality interactions to extend children’s understanding and to widen their vocabulary. They carefully monitor how well children engage in their learning and actively seek out those who need more support.

p.2

Early years Strong standard

Staff prioritise the development of children’s foundational knowledge of early reading, writing and mathematics effectively. For example, children are able to independently identify odd and even numbers confidently. They use their knowledge of phonics to independently write sentences with accuracy in handwriting, spelling and punctuation. This prepares pupils exceptionally well for Year 1.

p.2

Achievement Expected standard

Pupils typically learn the curriculum well. This is reflected in their outcomes in national tests at the end of key stage 2. Across the curriculum, leaders ensure that pupils gain the knowledge and skills they need for future learning. Pupils generally connect new knowledge securely to what they already know and remember. Older pupils have an in-depth knowledge of their local area that they use well to write a persuasive argument to encourage visitors to Cornwall.

p.2

Achievement Expected standard

Leaders prioritise helping pupils to learn to read. This is reflected in the number of pupils who pass the phonics screening check in Year 1, which is significantly above the national average over time. Pupils read books that match the sounds they know. They use their knowledge of sounds to decode and blend unknown words. Any pupil who falls behind is given the support they need to catch up.

p.2

Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of curriculum and teaching across the school. They have supported the development of staff's expertise, including those new to the profession, to improve the consistency and quality of teaching. Consequently, the curriculum is generally taught well. Teachers model new learning effectively and use questioning to deepen understanding. They give pupils regular opportunities to revisit prior learning to help them to remember knowledge in the long term. On occasions, where the curriculum is not well matched to what pupils know and remember, attitudes to learning, including for some pupils with special educational needs and/or disabilities (SEND), can wane.

p.2

Curriculum and teaching Expected standard

Leaders have swiftly identified the need to refine the curriculum in some subjects to ensure that pupils learn more effectively. Leaders have developed the curriculum and teaching of English and mathematics. They have ensured that pupils build their knowledge more securely, such as their knowledge and skills in writing. There is a clear approach to help pupils to gain accuracy and fluency in handwriting, spelling and punctuation. Staff are developing their expertise well to support pupils, including those with SEND. They check carefully how well pupils are learning and support pupils to address any gaps in knowledge.

p.3

Inclusion Expected standard

The school has effective systems to identify pupils with special educational needs and/or disabilities (SEND). This begins from the moment children start in the early years. Staff identify any additional needs that children may have through effective partnerships with local nurseries, wider professionals and parents and carers. Leaders use additional funding to provide targeted support for disadvantaged pupils so that they learn well.

p.3

Inclusion Expected standard

Staff receive training that develops their expertise in supporting pupils with SEND. This ensures that classrooms are inclusive and pupils receive the help they need so that they can learn successfully. For example, some pupils appreciate using work stations and writing slopes to learn effectively. Staff use learning plans effectively to support pupils with SEND and disadvantaged pupils. Staff typically make appropriate adaptations to the curriculum that generally help pupils to progress well from their starting points.

p.3

Inclusion Expected standard

Leaders have taken swift action to remove barriers to learning. For example, through the school's ‘steady, ready, go’ approach, pupils are given the social and emotional support they need to be more successful. Leaders use this provision well to prepare pupils to learn more successfully in the classroom with their peers. On the rare occasion when alternative provision is used, leaders ensure it is used effectively to meet pupils' needs.

p.3

Leadership and governance Expected standard

The trust, including those responsible for governance, has supported the school well to navigate a period of turbulence that involved staffing and leadership instability. This turbulent period resulted in some parents and carers losing confidence in the school. Leaders have taken effective action to address this. They have stabilised the school and improved communication with parents to rebuild relationships. Many parents have appreciated leaders' actions and the impact of leaders’ work. However, some parents continue to have concerns, particularly relating to behaviour. While leaders have taken steps to address these issues, there is more to do.

p.3

Leadership and governance Expected standard

Leaders have prioritised developing the expertise of staff, particularly those new to the school. Staff value the training they receive to fulfil their roles, such as the work with an

p.3

Needs attention

English hub to support the teaching of phonics. Leaders support teachers who are new to the profession effectively. Staff work with subject experts from across the trust to develop their expertise to teach the curriculum well. Staff value leaders' support for their workload and wellbeing, and the help they receive from leaders when they need it.

p.4

Needs attention

Those responsible for governance have ensured that the school has benefited from the right support to continue its improvement journey. They fulfil their statutory duties, such as ensuring that leaders make appropriate checks on adults who work at the school.

p.4

Personal development and wellbeing Expected standard

Leaders have developed a broad personal development and wellbeing programme. Pupils value highly the range of trips to enhance the curriculum. Leaders consider carefully the experiences that will support pupils the most, such as a residential trip to a diverse city in contrast to the coastal location where they live. These opportunities prepare pupils well for life in modern Britain.

p.4

Personal development and wellbeing Expected standard

The personal, social and health education curriculum prepares pupils for life beyond the school. Pupils are taught how to keep themselves safe, both online and in the wider world. Leaders ensure that pupils are given the knowledge they need to enjoy where they live safely, such as when swimming in the sea. This is enhanced further with visits from The Royal National Lifeboat Institution. Pupils know the importance of maintaining a healthy lifestyle and regularly exercising. They are taught about the dangers of smoking and drug use. Pupils have an age-appropriate understanding of the relationships and health education curriculum, such as how their bodies will change. They are clear about healthy relationships and about treating others with respect. Pupils are taught about different beliefs, faiths and cultures. However, some pupils do not have the depth of knowledge that leaders intend.

p.4

Personal development and wellbeing Expected standard

Pupils are supported to develop their talents and interests through a range of extra- curricular activities. These include eco-club, cross country and gardening. Pupils are proud to represent their school at sporting events, particularly if they are chosen for positive attributes, such as teamwork and respect. Leaders track participation closely to ensure that all pupils benefit from the school’s offer. Leaders are working to ensure that more pupils with special educational needs and/or disabilities participate.

p.4

Personal development and wellbeing Expected standard

Leaders have prioritised ensuring that pupils’ wellbeing needs are well met. Pupils learn how to understand and manage their feelings.

p.4

Attendance and behaviour Needs attention

Leaders have a detailed understanding of attendance trends and patterns, including for those pupils who are persistently absent. They use this information effectively to identify any barriers to attendance. Leaders communicate with parents and carers, so that they and their children understand the importance of high attendance. Leaders work with external agencies to provide additional support for families who may need it. These actions ensure that pupils’ attendance is consistently high and remains above the national average over time.

p.4

Attendance and behaviour Needs attention

Leaders have taken steps to improve behaviour. However, at times pupils' learning is affected by the low-level disruption of others. Leaders have introduced a revised behaviour policy to establish high expectations and provide a consistent approach to managing behaviour. Pupils who need help to behave well receive appropriate support to help them to be more successful. Leaders’ actions are reducing the number of occasions of low-level disruption. However, low-level disruption remains a concern for some pupils as well as how quickly their concerns around bullying are addressed. Leaders are taking action to deal with concerns more effectively, when these are raised. However, there is more work to do to ensure that any remaining concerns from pupils, parents and carers are fully resolved.

p.5

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

Most pupils enjoy their time at St Francis. This is reflected in their high attendance. Staff prioritise building positive relationships with pupils to help them to be successful. From the start of the school day, staff welcome pupils warmly and provide help to those who may need it.

p.5

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

The school has experienced a turbulent period that unsettled pupils, staff, and parents and carers. Leaders, including the trust, have steadied the school and taken strides to tackle the improvements needed. They have prioritised ensuring that staff, including those new to the school, have the training they need to teach the curriculum well. As a result, pupils across the school learn what they need so that they are ready for their next stage of learning. This includes pupils with special educational needs and/or disabilities. Children in the early years get off to a highly successful start to the school.

p.5

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

New leaders have taken steps to improve pupils’ behaviour. This work has begun to have a positive impact for many pupils, who show positive attitudes to their learning. Nonetheless, there is further work to do. Some pupils and some parents have ongoing concerns about behaviour and the speed at which any bullying concerns are dealt with.

p.5

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

Pupils appreciate the wide range of experiences that go beyond the academic. A range of residential visits develop pupils’ character. They are supported to experience life away from their home. For example, pupils in Year 4 visit a local aquarium to sleep with the sharks. Pupils are encouraged to become active and responsible citizens with opportunities where they can make a difference. These include pupil leadership roles, such as school councillors and worship leaders.

p.5

Next steps

Leaders should ensure that staff consistently uphold high expectations for behaviour and address any remaining concerns about bullying promptly and effectively. Leaders should continue to strengthen relationships with parents and carers, ensuring that concerns are addressed promptly to support effective partnership working. Leaders should continue to develop staff expertise in meeting the needs of pupils with special educational needs and/or disabilities, so that the curriculum and support is consistently matched well to what pupils know and can do.

p.5

About this inspection

This school is part of Kernow Learning Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Clare Crowle, and overseen by a board of trustees, chaired by David Parker.

p.6

About this inspection

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

p.6

About this inspection

The inspection started on 12 May 2026. An inspector returned on 11 June 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

p.6

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.

p.6

About this inspection

Inspectors spoke with the executive headteacher, head of school, trust leaders, including the CEO and school staff. The lead inspector met with those responsible for governance, including the chair of the trust board.

p.6

About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, including free- text comments, and spoke to some parents. Inspectors considered the responses to Ofsted’s staff and pupil survey.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The executive headteacher and interim head of school took up their posts in November 2025.

p.6

About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Truro. Its last section 48 inspection was March 2018.

p.6

About this inspection

The school currently uses one registered alternative provision.

p.6

About this inspection

There is a before- and after-school club for pupils who attend the school.

p.6

Lead inspector:

Tracey Reynolds, His Majesty's Inspector

p.7

Team inspectors:

Esther Best, His Majesty's Inspector Sarah Jane Tustain, Ofsted Inspector Sophie Laing, Ofsted Inspector

p.7

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.

p.7

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.

p.7

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.

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.9

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.

p.9

average

2023/24 (final) 66% 61% Close to average

p.9

average

2022/23 (final) 62% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 73% 74% Close to average

p.9

average

2022/23 (final) 70% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (final) 72% 72% Close to average

p.10

average

2022/23 (final) 70% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (final) 74% 74% Close to average

p.10

average

2023/24 (final) 80% 73% Close to average

p.10

average

2022/23 (final) 70% 73% Close to average

p.10

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.

p.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2022/23 (final) 50% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (final) 50% 59% Close to average

p.11

average

2022/23 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (final) 50% 61% Close to average

p.12

average

2022/23 (final) 50% 59% Close to average

p.12

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.

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

gap

‘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.

p.14

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.

p.14

national average

2022/23 (3 term) 5.5% 5.9% Close to average

p.14

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.15

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.

p.15

Needs attention

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

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

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 .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15