Irby Primary School


Name Irby Primary School
Website http://www.irbyprimary.com
Inspections
Ofsted Inspections
Address Coombe Road, Irby, Wirral, CH61 4UR
Phone Number 01516482944
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 215 (52.1% boys 47.9% girls)
Number of Pupils per Teacher 23.5
Local Authority Wirral
Percentage Free School Meals 7.4%
Percentage English is Not First Language 1.4%
Persistent Absence 3.5%
Pupils with SEN Support 14.9%%
Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this initial (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a full inspection were carried out now.

The next inspection will therefore be a full (section 5) inspection.

What is it like to attend this school?

Pupils are proud of their school and enjoy attending. The positive relationships between staff and pupils make Irby Primary School a happy and calm place to learn.

Pupils feel safe and are safe. Adults take the time to listen to pupils and help them if they have any worries or concerns.

Teaching staff expe...ct pupils to do their best in lessons.

Pupils live up to these high expectations. Pupils enjoy the interesting and fun learning. Pupils with special educational needs and/or disabilities (SEND) are given the right type of support so that they can achieve well too.

However, in some subjects, pupils do not achieve as well as they could.

Pupils form firm friendships. They mix well together and treat each other with respect.

Pupils are well supervised as they happily play together in the well-resourced outdoor play area. Standards of behaviour are high. Pupils are confident that if bullying happens, adults will make it stop.

Pupils relish the wide range of opportunities beyond the academic curriculum. For example, they access a varied range of after-school clubs and trips. They contribute to the decisions made by leaders through their roles as school councillors, eco-warriors and play leaders.

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

The recently appointed headteacher has very quickly evaluated the strengths and weaknesses of the school. Together with the staff and governors, he is determined to give all pupils the best start to their education. Pupils are taught the full range of national curriculum subjects.

Planning in many subjects is logical. Clear guidance is given to teachers about the knowledge that should be taught and in what order. However, this is not the case in all subjects.

This means that pupils do not learn all the knowledge they need to.

Leaders in some subjects monitor their areas of responsibility well. They make regular and detailed checks of curriculum plans and pupils' work, and visit lessons.

This helps subject leaders to ensure that the intended curriculum is being taught and that pupils are knowing more and remembering more. The monitoring of some other subjects is not as well developed. This is because some aspects of the monitoring of these subjects were paused due to the restrictions of the COVID-19 (coronavirus) pandemic.

Leaders place much emphasis on ensuring that pupils become confident and fluent readers. The teaching of phonics begins as soon as children start in the Reception class. Staff deliver the school's phonics programme well.

Pupils enjoy reading decodable books that are matched to the sounds that they know. Pupils who find reading difficult are quickly identified and given additional support to help them catch up. Older pupils are keen readers.

They talk eloquently about their favourite authors. Pupils benefit from having a school library both indoors and outside to help foster their love of reading.

Pupils achieve well in reading.

Nevertheless, leaders are not complacent and are keen to do even better. They have recently introduced some new ideas. For example, a new approach to guided reading has recently been introduced to further develop pupils' vocabulary and comprehension skills.

However, it is too soon to gauge the impact of these actions on pupils' achievement in reading. In addition, pupils do not have enough access to books that deepen their knowledge in subjects such as science, geography, and art and design.

Pupil are beginning to make connections in their learning.

In their study of the Egyptians, pupils make good use of their map-reading skills to identify Egypt on a map. Pupils can recall prior learning. For example, older pupils explained that the many different strategies they have learned previously to add, subtract, multiply and divide are now helping them to solve complex mathematical problems.

Pupils are keen to learn and behave well in class.

The early years classroom is a hive of activity. Staff take every opportunity to develop and extend children's language and mathematical skills.

New and exciting words are introduced as children play. Children quickly settle into well-established routines.

Pupils with SEND have their needs identified quickly.

Clear and precise targets are set for these pupils so that they can learn more and remember more at the right pace for them. These targets are regularly monitored and reviewed. The special educational needs coordinator works well with teachers to help them adapt the curriculum so that pupils with SEND can learn alongside their peers.

Pupils talk about the wide range of clubs they have enjoyed, such as those for football, dance and gymnastics. They also speak fondly of trips to museums, castles and local parks. These opportunities broaden pupils' experiences.

Pupils learn about different faiths and cultures to help them appreciate our diverse society. Pupils raise money for a wide range of charitable causes and have established links with a school in Uganda. Leaders pay due regard to pupils' mental health and well-being.

Staff feel valued and work well as a team. Leaders and governors are mindful of staff's workload and well-being.

In discussion with the headteacher, the inspector agreed that curriculum planning for history and geography may usefully serve as a focus for the next inspection.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained in safeguarding. This helps them to quickly spot if pupils are becoming anxious or distressed.

Staff have a secure understanding of the procedures to follow should they have any concerns about a pupil's welfare. Leaders work well with other agencies to ensure that families facing challenging circumstances get the help and support that they need.

Through the curriculum, pupils are taught how to keep themselves safe.

They learn about healthy relationships, the importance of consent and how to keep themselves safe when online. The school's website also provides valuable information for parents and carers to ensure that pupils use the internet safely at home.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects in the curriculum are not well planned and sequenced.

This hinders some pupils from gaining the essential knowledge that they need to succeed in future learning. Leaders need to review curriculum plans to ensure that they identify essential knowledge that pupils must gain from early years to Year 6. This is so that pupils can know more and remember more.

• Some subject leaders have not made detailed checks to ensure that curriculum plans are working in practice. As a result, they do not have a secure understanding of how well pupils are achieving in these subjects. Leaders need to ensure that monitoring arrangements for these subjects are of the same high quality as is evident in other areas of the curriculum.

• Pupils do not have enough opportunities to access reading materials that strengthen their knowledge within as wide a range of subjects as possible. Leaders need to ensure that pupils have greater access to a broader range of texts to deepen their knowledge and understanding of other subjects in the curriculum.Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be outstanding on 10–11 November 2015.