A GLOWING report about FCJ Primary School describes the head teacher Donna Lenzi and her senior leadership team as “inspirational”, and says pupils’ hunger for learning, excellent behaviour and impeccable manners make it “a very special place to be”.
The four reviewers who visited the school in January spoke to pupils and observed teaching across the school, as well as reviewing policy and curriculum plans, and meeting representatives of the school’s governing body and staff.
Their report states: “Passionate and inspiring senior leadership underpins the shared high aspirations and the strong academic achievement at FCJ. Pupils delight in their learning and over time they achieve very well here. The dedicated team of staff ensure that all pupils can benefit from a rich and engaging curriculum, enriched through a range of interesting activities and experiences.”
Head teacher Donna Lenzi said she was ecstatic that the review and inspection had emphasised the school’s exceptional learning and caring environment, adding that it was a privilege to work alongside their dedicated staff and governors.
She continued: “I am also thrilled that the inspirational passion of our senior leadership team, which feeds into the strong academic achievement of the school, has been recognised and celebrated.
“At FCJ, we feel truly blessed to work alongside the children, staff, parents, and governors of our superb school, and to benefit from the unwavering support received from the FCJ Educational Trust. This collective commitment to our school’s shared vision of personal and academic excellence has been the driving force behind our accomplishments.
“We look forward to the future with excitement, determined to build on the wonderful success of this inspection.”
The report makes two recommendations: that the curriculum should be “fine-tuned” in the foundation subjects to improve the sequence of key knowledge and subject-specific vocabulary; and that there should be more consistent and sustained progress in lessons, particularly in key stage one.
It suggests ensuring “in-the-moment” formative assessment techniques are used more consistently, in line with best practice observed within the school, and that teaching assistants receive continuing support with training to enhance how they can support their target pupils within early reading and the foundation subjects.
