Holy Name Catholic Primary School

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About Holy Name Catholic Primary School

Name Holy Name Catholic Primary School
Website http://www.holynamecatholicprimary.co.uk/
Ofsted Inspections
Headteacher Mrs Anne Radford
Address Moss Pits Lane, Fazakerley, Liverpool, L10 9LG
Phone Number 01515253545
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 337
Local Authority Liverpool
Highlights from Latest Inspection

What is it like to attend this school?

Holy Name is a happy, harmonious and welcoming school. Pupils told inspectors that they love attending because they have lots of friends.

Pupils trust adults to look after them well and keep them safe.

Leaders have high aspirations for all pupils. They have organised a broad and ambitious curriculum which enables all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, to achieve well.

Adults have high expectations for pupils' behaviour. Pupils behave well, display positive attitudes and engage in their learning. On the rare occasions when bullying occurs, it is reported and dealt with effectively.
...r/>Pupils benefit from a vast range of well-organised opportunities that enhance their learning. Many attend after-school clubs, such as gymnastics, gardening and multi-skills. Pupils also enjoy the many visitors to school and school trips which leaders organise to enhance the curriculum.

Older pupils enjoy a residential trip to Wales, which develops their team building skills. Pupils relish the many opportunities to hold responsibilities, for example as school councillors, mathematics ambassadors and prefects.

What does the school do well and what does it need to do better?

Leaders have designed a broad and ambitious curriculum for all pupils, including children in the early years, disadvantaged pupils and pupils with SEND.

In most subjects, leaders have thoughtfully organised learning so that pupils build carefully on what they know and can remember over time. Teachers are clear about what pupils will learn and when this will happen. They are well trained to deliver the curriculum.

Teachers have good subject knowledge. They routinely revisit prior learning to ensure that pupils' earlier learning is secure. This helps pupils to remember knowledge and apply this to new learning.

Teachers carefully check how well pupils are remembering their learning. This helps them to identify which pupils need more help to build on what they know. As a result, in most subjects, pupils leave school well prepared for the next stage of their learning.

However, in a small number of subjects, the curriculum is not as well organised. In these subjects, teachers are not as clear about how pupils' learning builds on what they already know. This means that in a very small number of subjects, their knowledge is not as strong as it is in other subjects.

Leaders place the highest priority on developing pupils' reading knowledge. Staff have benefited from carefully thought-out training. As a result, they deliver the phonics programme effectively.

As soon as children enter nursery, children develop their language skills. In reception, they practise their phonics knowledge frequently. Children in the early years and pupils in key stage 1 read books that carefully match the sounds that they are learning.

Staff expertly identify those who struggle to read and provide timely support to help them catch up. As a result, almost all pupils can read with accuracy and fluency.

Teachers choose books to read that foster pupils' interest in stories.

Pupils like listening to these as well as reading their own books independently. These include books from the vibrant and well-resourced school library. Pupils understand the importance of reading in helping them to become successful learners.

Pupils consistently display very positive attitudes to their learning. They are focused and motivated to achieve well. Pupils manage their own behaviour extremely well, including in the nursery and early years, where children settle in routines quickly.

They take pride in their work. In class, pupils typically learn without interruption. This is because adults ensure that across the school, including in early years, there is a calm and purposeful environment.

Pupils are well mannered and friendly.

Leaders place an exceptionally strong emphasis on promoting pupils' personal development. Pupils experience a wide range of carefully organised opportunities through the curriculum that enhance their well-being.

Pupils understand the importance of treating others equally. They appreciate diversity and are empathetic towards others. They show respect for the differences between people.

Pupils have many opportunities to take on responsibilities. They act as play buddies and members of the eco-committee. Pupils understand the important role that they play in the local and wider community.

They are proud of the work that they do to support local and national charities as well as supporting a school in Zimbabwe. Leaders ensure that disadvantaged pupils access the same wealth of experiences as others in the school. As a result of all this work, pupils are extremely well prepared for life in modern Britain.

Staff quickly identify the additional needs of pupils with SEND. Teachers adapt the delivery of the curriculum effectively in order to help pupils with SEND access new learning. Leaders carefully check that the right support is in place for these pupils as they move through the school.

Staff feel valued and well supported by leaders with regard to their workload and well-being. Governors know the school well. Their expertise and experience help them to support and challenge leaders effectively.


The arrangements for safeguarding are effective.

The procedures for keeping children safe are secure. Staff are vigilant to any safeguarding issues.

Leaders ensure that adults receive regular training to help them identify and manage any concerns. They know what to do if they have worries about a pupil's well-being. Concerns about pupils are thoroughly logged and followed up.

Where required, leaders work effectively with a range of external agencies to help vulnerable pupils and their families to get the support that they need.

Through the curriculum, pupils learn about how to keep themselves safe. For example, they are alert to the potential dangers linked to working and playing online or when using social media.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, leaders have not ensured that learning is well organised from the early years through to Year 6. As a result, some pupils cannot make connections with their prior learning. Leaders should ensure that in these subjects, teachers are clear about the knowledge that pupils should learn and when this should be taught.

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