|Name||Banks Road Primary School|
|Ofsted Inspection Rating||Good|
|Address||Banks Road, Garston, Liverpool, L19 8JZ|
|Religious Character||Does Not Apply|
|Number of Pupils||302 (45.7% boys 54.3% girls)|
|Number of Pupils per Teacher||18.8|
|Percentage Free School Meals||36.8%|
|Percentage English is Not First Language||13.2%|
|Pupils with SEN Support||16.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (11 February 2014)
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Information about this school
This is a broadly average-sized primary school, with slightly more boys than girls. Pupil numbers have increased by over 25% since the previous inspection. The proportion of pupils supported at school action is below average. The proportion supported at school action plus or with a statement of special educational needs is above that usually found. The proportion of pupils known to be eligible for support through the pupil premium (additional funding for those pupils known to be eligible for free school meals, those from service families and those looked after by the local authority) is high, at twice the national average. The vast majority of pupils are White British and few pupils speak English as an additional language. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in English and mathematics. Banks Road Primary has Healthy School Status, Investors in People and the Basic Skills Quality Mark. There have been several staffing changes since the previous inspection, including the appointment of a new headteacher and a restructuring of the senior leadership team. The school receives support from a national leader of education, who is the School Improvement Partner.
Summary of key findings for parents and pupils
This is a good school. All groups of pupils achieve well. In 2013, pupils in Key Stage 2 made particularly good progress in writing and mathematics and outstanding progress in reading. Pupils eligible for support through the pupil premium made better progress than other pupils nationally. Teaching is good in all key stages and there are examples of outstanding practice in Key Stage 2. Relationships between pupils and between pupils and adults are strong. The support for disabled pupils and those with special educational needs is a major strength. The school provides excellent emotional support for those pupils whose circumstances make them potentially vulnerable. Pupils value this and say, ‘We trust the staff. They are always there for us when we need them.’ Pupils’ behaviour in lessons and around the school is outstanding. They are polite and welcoming to visitors, for example opening doors for them. They are very proud of their school and of everyone connected with it. They feel safe, enjoy taking on responsibilities and ‘junior leaders’ look after and play with younger ones. The relatively new headteacher, fully supported by talented senior and middle leaders, has introduced strategies to improve all aspects of school life. Leaders have ensured that teaching and achievement are good, pupils are punctual and that attendance has improved. Governors know the school well and are challenging the leadership with increasing rigour. It is not yet an outstanding school because : Although improving, pupils’ verbal skills are not yet developed well enough to enable them to be prepared fully for writing. Children and younger pupils do not have sufficient opportunities to speak and learn in more imaginative play areas outdoors. Pupils’ use of new technology to motivate them to want to write is underdeveloped. Pupils are not always given enough time to respond to comments in teachers’ marking. On occasions, teachers’ questioning does not require pupils to think more deeply about their work so they can give extended answers and reasons for their views.