Holy Name Catholic Primary School


Name Holy Name Catholic Primary School
Website http://www.holynamecatholicprimary.co.uk/
Ofsted Inspection Rating Good
Inspection Date 27 March 2012
Address Moss Pits Lane, Fazakerley, Liverpool, Merseyside, L10 9LG
Phone Number 01515253545
Type Primary
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 335 (46% boys 54% girls)
Number of Pupils per Teacher 18.2
Local Authority Liverpool
Percentage Free School Meals 20.7%
Percentage English is Not First Language 23.9%

Information about the school

Holy Name Catholic Primary School is larger than average. Pupils are predominantly of White British heritage. The proportion of pupils who are disabled and those with special educational needs is lower than average. The proportion of pupils known to be eligible for free school meals is broadly average. The proportion of pupils who speak English as an additional language is broadly average but has increased significantly since the last inspection. The school meets current floor standards, which set the minimum expectations for attainment and progress. The school holds a number of awards including the Basic Skills Award, Dyslexia Friendly School, Inclusion Mark, International School and Primary Geography Quality Mark. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

This is a good school. By the end of Year 6, attainment in reading, writing and mathematics is broadly average and pupils’ achievement from their starting points is good. Reading is generally strong. Pupils enjoy reading and most read with fluency and understanding. Spelling is comparatively weak. Some pupils lack a sound grasp of letters and their sounds (phonics) to spell more difficult words. The school is not outstanding because there remain some minor inconsistencies in the quality of teaching. In some lessons opportunities are missed to meet precisely the needs of groups of differing ability and accelerate their progress. Teaching is good. The school provides very effectively for disabled pupils and those with special educational needs and those with limited English. Teachers plan lessons so that pupils are engaged and excited by activities. The emphasis on speaking and on problem-solving across the school effectively increases pupils’ confidence and independence as well as developing their communication and social skills. Assessment information is not always used precisely enough in lessons, so that some pupils find work too difficult. Marking is regular but its quality is not consistent, so that some pupils are unsure about how to improve their work. Behaviour is good. Attendance is above average. Pupils have very positive attitudes, are keen to take responsibility and are courteous and polite. They say that school is fun and that they feel safe. The school’s work is monitored closely to provide clear direction. Action to address weaknesses has proved successful and indicates the school’s good capacity to improve further. The curriculum has been adapted to meet changing needs and to promote the communication skills of pupils. Although subject specialists provide good advice and support, their role in leading and spreading best practice in teaching is not fully developed.