|Name||Four Oaks Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||30 January 2018|
|Address||39 Davy Street, Liverpool, Merseyside, L5 1XP|
|Religious Character||Does not apply|
|Number of Pupils||319 (46% boys 54% girls)|
|Number of Pupils per Teacher||14.2|
|Percentage Free School Meals||52.1%|
|Percentage English is Not First Language||13.2%|
|Pupils with SEN Support||17.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The school runs a resourced provision on behalf of the local authority. There are four units, each catering for up to eight children who have speech and language needs. Pupils who attend the provision remain on the roll of their feeder school. The proportion of pupils eligible for the support through the pupil premium is higher than the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The proportion of pupils who have SEN and/or disabilities is above the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Teaching is not consistently good across the school. Teachers do not always use accurate assessments to match work to pupils’ abilities. The school’s own tracking data shows that there have been some improvements in the progress of reading this year. However, over a number of years, leaders have been too slow to address successive poor reading outcomes for pupils leaving key stage 2. The most able pupils are not sufficiently challenged to make better-than-expected progress. Consequently, few attain the higher standards in reading, writing or mathematics by the end of key stage 2. Leaders are too slow to take action when teaching is not effective. This slows down pupils’ progress. Children in the early years do not have enough opportunities to develop their reading, writing and mathematics skills. Children do not make the progress that they are capable of, and too few achieve a good level of development. Governors do not evaluate effectively the impact of pupil premium funding on pupils’ progress. Over time, governors have failed to understand the significance of the school’s declining performance. They have therefore not held school leaders to account well enough. The school has the following strengths The headteacher and governors are passionate for pupils to do well. They ensure that pupils are safe and well cared for. Work done to promote pupils’ spiritual, moral, social and cultural development is good. The school’s curriculum provides pupils with a wide range of activities to broaden their experiences. The behaviour of pupils is good. Pupils are polite, courteous and friendly. School attendance figures are improving and the rates of persistent absences are decreasing. The provision for pupils who have special educational needs (SEN) and/or disabilities is good.