School gets help after damning Ofsted report

Annecy Catholic Primary School August 9th 2012 E32105N ENGSUS00120120908170405
Annecy Catholic Primary School August 9th 2012 E32105N ENGSUS00120120908170405

A Seaford head teacher has been drafted in to help a neighbouring school after it received a damning Ofsted report and was put into special measures.

Annecy Catholic Primary School was inspected in October 2013 and was found to be ‘inadequate’ in every category aside from behaviour and safety of pupils, where it was rated as ‘requiring improvement’.

A follow-up inspection in January showed little had improved and so, as a result, Jon Reynard, current head of Seaford Primary School, has been tasked with helping out.

Mr Reynard has been made executive head teacher of both schools while the day-to-day position of head of school at Seaford Primary will be taken over by the deputy head, Lynne Giles.

In a letter to parents, Mr Reynard emphasised his continued commitment to Seaford Primary, despite splitting his time between the two sites.

He said, “The opportunity is a very exciting one for me personally but I am aware that some of you may have concerns.

“I would like to reassure you that I remain fully committed to taking our school forward from our good position to outstanding and with the brilliant leadership team, staff and governors we have here at Seaford Primary, I know we can do it. We know there are areas we need to improve but overall, it is really positive.

“We are pleased - and now we want to be outstanding.”

Annecy Catholic Primary School was previously rated as ‘good’ by Ofsted inspectors. The most recent report, however, was very critical of the school’s teachers and governing.

The report stated, “Teaching requires improvement and is not yet good because in some lessons, teachers fail to challenge pupils sufficiently, leading to a slow pace of learning.”

On a positive note, the report said the children felt ‘safe’ in school and praised the ‘management of pupils’ behaviour’.

It added, “This has improved pupils’ personal development and attitudes to learning. Most pupils enjoy the various incentives to help them behave well and to attend regularly.”