Foley Infant School Academy

Overview

Foley Infant School Academy is judged as ‘Good’ across all inspection categories. Leaders have raised expectations and fostered a ‘strong sense of teamwork’, resulting in improved pupil achievements and a positive school culture where pupils feel safe and valued. The school places reading at the heart of the curriculum and provides effective support for pupils with special educational needs and/or disabilities.

Strengths

• Reading is prioritised from Reception, with staff effectively delivering phonics and providing support so that ‘no one falls behind when learning to read’.
• The curriculum is engaging and well-structured in subjects like mathematics and physical education, helping pupils ‘connect and remember their learning over time’.
• Pupils with special educational needs and/or disabilities receive bespoke advice from specialists and are expected to learn the same content as their peers.
• Children in the early years receive an ‘ambitious curriculum’ that supports their social and academic development, preparing them well for key stage 1.
• Pupils demonstrate good behaviour, understand the ‘Foley Five Values’, and feel confident seeking help from adults.

Areas to improve

• Leaders should embed the curriculum in subjects where changes are recent to ensure pupils gain the same depth of knowledge and understanding as in other areas.
• Assessment systems in some subjects are at an ‘early stage of development’, meaning leaders do not fully understand how well different groups of pupils are achieving.
• Leaders should explore ways to communicate with parents more effectively, as a significant minority express concerns about not feeling informed about recent changes.

Safeguarding

The arrangements for safeguarding are effective, with staff knowing how to spot signs of concern and leaders responding swiftly to offer support.