|Name||Bishop Martin Church of England Primary School, Woolton|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||21 September 2016|
|Address||Church Road, Woolton, Liverpool, Merseyside, L25 5JF|
|Religious Character||Church of England|
|Number of Pupils||212 (56% boys 44% girls)|
|Number of Pupils per Teacher||20.3|
|Academy Sponsor||Liverpool Diocesan Schools Trust|
|Percentage Free School Meals||2.3%|
|Percentage English is Not First Language||6%|
Information about this school
This school is smaller than the average primary school. The proportion of pupils entitled to additional support through the pupil premium is very low. The proportion of pupils who have special educational needs and/or disabilities is below the national average. There are no pupils who have a statement of special educational needs or an education, health and care plan. The majority of pupils are of White British heritage and there are very few pupils who speak English as an additional language. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The executive headteacher resigned from post at the start of the new academic year and has been replaced by an interim executive headteacher from the Beacon Church of England Primary School in Everton. In September 2013, the school federated with Garston Church of England Primary School, with an executive headteacher in charge over the two schools. The federation is governed by one federated governing body. The school runs a breakfast and after-school club on a daily basis for its own pupils. The school does not meet requirements on the publication of information about performance data, the school curriculum, the school’s pupil premium grant, the PE and sport premium, SEN and disabilities information report and child protection on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement The school has suffered from ineffective leadership for a number of years. Basic management processes, such as the performance management of teachers, are having to be put in place. Funding, to support disadvantaged pupils or develop sport, has in the past not been well targeted or spent. Middle leadership has been neglected in the past. Most subject leaders lack the experience and training to lead their subjects well. Teaching across the school is inconsistent, lacks rigour and limits the progress that the pupils make. Most pupils, including disadvantaged and most able pupils, do not make the progress that they should, across a range of subjects, because : they are not sufficiently challenged in lessons. Assessment is not being used effectively to support learning. Support for pupils who have special educational needs and/or disabilities has been weak and unfocused. In the early years, outdoor provision is limited, not well resourced and does not support learning well. There is a tendency for some pupils, especially boys, to become bored and disengage in lessons. The school has the following strengths Governance is strong. Governors were prepared to challenge the ineffective leadership of the school and the school is now improving. The pastoral care and safety of the pupils are paramount. Pupils are bright, ambitious and enjoy learning when they are stimulated and engaged. Pupils’ attainment is high. A new interim executive headteacher has been appointed. Parents are positive about the recent changes she is initiating. Pupils receive good support from home because many parents actively involve themselves in their children’s learning. Attendance is good and pupils enjoy coming to school.