Hudson Primary School

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About Hudson Primary School

Name Hudson Primary School
Ofsted Inspections
Headteacher Mrs Nicola Craddock
Address Moorhey Road, Maghull, Liverpool, L31 5LE
Phone Number 01515261568
Phase Primary
Type Community school
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 304
Local Authority Sefton
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are full of smiles as they arrive at Hudson Primary School each morning. They are greeted warmly by kind and caring staff.

Positive relationships between staff and pupils are evident throughout the school. Pupils feel safe. They are confident that staff will listen to them if they have any worries.

Leaders deal with any incidents of unkind words or behaviour, including bullying, promptly and effectively.

Most pupils, including children in early years and pupils with special educational needs and/or disabilities (SEND), achieve well. This is because leaders and staff have high expectations for the achievement and behaviour of every pupil.

Pupil...s listen carefully to adults' instructions. They are keen to contribute to discussions. Pupils are enthusiastic about receiving weekly awards for good behaviour and for being kind and respectful.

Pupils appreciate the range of opportunities on offer beyond the academic curriculum. For example, they go on residential visits and school trips. This allows them to gain an understanding of their local community and the wider world.

Pupils thoroughly enjoy working in the school's woodland area, where their interests and imagination are nurtured effectively.

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

Leaders have designed an ambitious curriculum that meets the needs of most pupils, including pupils who attend the specially resourced provision for pupils with SEND (specially resourced provision). These pupils benefit from purposeful and appropriate programmes of study delivered by highly skilled staff.

They thrive in this supportive environment. In addition, children who attend the provision for two-year-olds gain a secure foundation on which to build as they move into the Nursery class.

Leaders have recently revised the curriculum to ensure that it is well organised and enables children in the early years and pupils in key stages 1 and 2 to build up their knowledge logically and securely.

However, in a small number of subjects, some pupils have gaps in their knowledge due to the previous curriculum. This sometimes makes it difficult for them to make connections between their existing knowledge and new learning.

Teachers deliver the curriculum well.

Leaders ensure that staff receive relevant training so that their subject knowledge is secure. Teachers select appropriate activities to help pupils learn. Teachers use assessment strategies effectively to check that pupils remember key learning.

Teachers use this information well to decide future learning.

Leaders prioritise reading across the school. They invest in high-quality and engaging books that pupils love to read.

Pupils enjoy adults reading carefully chosen books to them at story times. Staff receive appropriate training so that they deliver the early reading programme effectively. As a result, children in the provision for two-year-olds develop their early language well, while children in the early years and pupils in key stage 1 gain a secure knowledge of phonics.

Teachers make sure that the books that pupils read match the sounds that they are learning. However, a small number of pupils in key stage 2, who have not benefited from the new approach to teaching reading, have some gaps in their reading knowledge.

Pupils behave well in lessons.

Low-level disruption is rare. Pupils, including children in early years, have positive attitudes to learning and work well together on tasks. However, some pupils do not attend school as often as they should.

This means that they miss out on important learning.

Pupils' personal development is fostered well. They proudly told inspectors that they have learned first aid and that they take part in charity fundraising events.

Pupils learn about the differences between people, for example different families and religions. They understand the importance of treating everyone with respect. Over time, pupils develop into caring and thoughtful citizens.

Governors use their expertise effectively. They assure themselves about the quality of education that pupils receive by questioning leaders well. Most staff are proud to work at the school.

They appreciate the support that leaders provide for their well-being and workload.


The arrangements for safeguarding are effective.

Leaders place a high priority on safeguarding.

Staff receive regular training and updates to make sure that they are aware of the different ways in which pupils, including pupils with SEND, may display signs of potential harm.

Staff know pupils very well and act quickly when they have any concerns regarding safeguarding. Leaders work with a variety of external partners to support vulnerable pupils and their families.

They make sure that timely support is available for those who need it.

Across the curriculum, pupils learn how to keep themselves safe. For example, pupils learn about fire safety and how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils in key stage 2 have gaps in their reading knowledge. As a result, they do not read with confidence and fluency. Leaders should ensure that key stage 2 pupils receive the support that they need to catch up quickly.

• In a small number of subjects, some pupils have gaps in their knowledge due to weaknesses in the previous curriculum. This makes it difficult for them to make connections when they learn new content. Leaders should ensure that they identify the remaining gaps in pupils' knowledge and understanding so that pupils can successfully learn new knowledge and concepts.

• Some pupils are frequently absent from school. This means that they miss out on their learning. Leaders should ensure that they analyse attendance data more effectively and that they take swift and decisive action to tackle absenteeism so that pupils attend school regularly.

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