Holy Spirit Catholic and Church of England Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Holy Spirit Catholic and Church of England Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Holy Spirit Catholic and Church of England Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Holy Spirit Catholic and Church of England Primary School on our interactive map.

About Holy Spirit Catholic and Church of England Primary School

Name Holy Spirit Catholic and Church of England Primary School
Website http://www.holyspiritwirral.com
Ofsted Inspections
Mrs Joanne Cartmell
Address Gardenside, Leasowe, Wirral, CH46 2RP
Phone Number 01516385180
Phase Primary
Type Voluntary aided school
Age Range 2-11
Religious Character Church of England/Roman Catholic
Gender Mixed
Number of Pupils 204
Local Authority Wirral
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy being part of this caring and welcoming school. They behave exceptionally well. Pupils are kind, considerate and extremely well mannered.

They are highly respectful towards others.

Pupils realise the school's vision for them each day. They are 'happy and successful'.

The school is an oasis of calm. Pupils enjoy playtimes with their friends. Older pupils delight in playing with younger children.

Pupils take pride in their learning and, typically, rise to the school's high expectations. They are especially proud of their work in art and design. Pupils' inspirational pieces are displayed prominently around the corridors.

Their work... is remarkable. They told inspectors that they strive to do well at school and that learning will help them to be successful in the future. Pupils, including those with special educational needs and/or disabilities, achieve well.

Pupils benefit from an extensive range of activities that enhance the curriculum. Specialist teachers are commissioned to support pupils' learning in subjects such as science. This has inspired pupils to develop an aquaponics programme.

Pupils have rich experiences to develop their leadership skills. They thrive through numerous ambassador roles that give them opportunities to make a tangible difference to school life. For example, 'school of sanctuary ambassadors' have a clear plan on how to provide pupils and the wider community with a safe haven.

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

The school has designed a well-ordered curriculum that helps pupils to engage well in their learning. It has clearly defined the knowledge that pupils should learn in each subject and when. Staff check how well pupils learn with precision to ensure that there are no gaps in pupils' knowledge.

As a result, pupils develop a detailed understanding of the topics that they study. The school has reviewed the provision for writing to help pupils to achieve well across the curriculum.

The school identifies pupils' additional needs quickly but, sometimes, without accuracy.

Staff successfully adapt the delivery of the curriculum with the needs of pupils in mind. However, the school does not meet the needs of some pupils with SEND as well as it should. This means that these pupils miss out on the support that they need to become successful learners.

The school has prioritised reading. Children in the early years learn about letters and the sounds that they represent as soon as they start in Reception. Staff receive regular and appropriate training to deliver the phonics programme effectively.

Pupils read from books that match the sounds that they have already learned. This enables most pupils to practise their reading knowledge and skills regularly. Staff check that pupils are on track with their reading and provide effective support to help pupils who fall behind to catch up quickly.

Pupils benefit from a wide range of engaging texts that spark their interests. This helps pupils to develop a love of reading. Carefully chosen texts support pupils in their learning across the curriculum.

Pupils are inspired and motivated to become writers themselves.

Children in the early years, including those in the provision for two-year-olds, and pupils through the rest of school have impeccable behaviour. Their eagerness to learn is shown through their high levels of engagement and curiosity.

The school's programme to support pupils' wider development is exemplary. Pupils learn to become responsible young people. For example, they develop an excellent knowledge of fundamental British values, such as the need to have respect for other faiths and religions.

Pupils recognise each other's opinions and value the many differences between themselves and others. There is a breadth of clubs on offer, such as science and eco-clubs. These are carefully tailored to meet pupils' needs.

Where appropriate, staff provide specialist support for pupils' mental health.

The school provides meaningful opportunities for parents and carers to get involved with their children's education. For example, in the early years, the school offers weekly sessions that help parents to support their children's learning at home.

This also helps parents to build effective relationships with the school's pastoral team.

Governors perform their roles well. They focus strongly on improving the quality of education that pupils receive.

Staff appreciate the efforts that the school takes to consider their workload and well-being. For example, their views and opinions are taken into account during decisions.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The additional needs of some pupils with SEND are not identified and met with sufficient rigour. Consequently, these pupils do not learn as well as they should. The school should ensure that staff are suitably equipped to identify and consistently support the needs of pupils with SEND.

  Compare to
nearby schools