Fazakerley Primary School

Name Fazakerley Primary School
Website http://www.fazakerleyprimary.co.uk/
Ofsted Inspection Rating Good
Inspection Date 04 May 2011
Address Formosa Drive, Liverpool, Merseyside, L10 7LD
Phone Number 01514743060
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 451 (48% boys 52% girls)
Number of Pupils per Teacher 20.3
Local Authority Liverpool
Percentage Free School Meals 41.7%
Percentage English is Not First Language 5.3%

Information about the school

This school is larger than the average primary school. Most pupils are White British. Few are from minority ethnic groups or speak English as an additional language. The proportion of pupils known to be eligible for free school meals is twice the national average. Double the average numbers of pupils have special educational needs and/or disabilities. The school renewed its Healthy Schools status in 2010 and achieved the Artsmark Silver award in the same year.

Main findings

Fazakerley Primary is a good school. It is successful because school leaders have concentrated on the right priorities and taken the actions necessary to address them. They have focused on raising attainment by improving the quality of teaching and learning and making sure the needs of all the pupils are met. Parents and carers comment positively on how happy their children are in school because of the excellent quality of care, guidance and support they receive. Most children begin school with skills that are well below those expected for their age. They make good progress in the Early Years Foundation Stage because of the high priority adults give to improving children’s literacy skills, as well as their personal and social development. By the end of Key Stage 2, pupils’ attainment in English and mathematics is broadly average, which represents good progress from their starting points. Mathematics is the stronger of the two subjects. While attainment in reading is improving rapidly as a result of the school’s effective strategies and is now similar to that in writing, overall attainment in English remains lower than that in mathematics. Pupils with special educational needs and/or disabilities and those whose circumstances make them potentially vulnerable also make good progress. Strong features of the school’s work include its outstanding engagement with parents and carers and pupils’ excellent understanding of how to keep safe. Pupils have positive attitudes to learning, their behaviour is good and they have a good understanding of the importance of leading a healthy lifestyle. Pupils have an influential voice in the school and have many opportunities to share their views. For example, the school council members were involved in ’planning our new building and making sure we get it just right’. Good teaching and an exciting curriculum allow pupils to develop their individual strengths. While most of the teaching is good, in some satisfactory lessons in English teachers spend too much time talking. This slows the pace of learning and reduces time for pupils to contribute. Key to the improvement in pupils’ reading levels and attendance is the school’s self-evaluation, which is accurate in its judgements. As a result, school leaders have identified areas of weakness. They have introduced strategies to address them and can show how these are having an impact. This demonstrates the school’s good capacity for sustained improvement and its readiness to make changes. As part of this drive for improvement, school leaders have identified that the promotion of community cohesion is a relative weakness. In particular, pupils’ understanding of and contact with other cultures should be better. The supportive governing body is routinely involved in school life and helps set the strategic direction. It rigorously monitors the school’s performance.