Kirkby CofE Primary School

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About Kirkby CofE Primary School

Name Kirkby CofE Primary School
Ofsted Inspections
Headteacher Ms Mair Hindmarsh
Address Hall Lane, Kirkby, Liverpool, L32 1TZ
Phone Number 01514778510
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 302
Local Authority Knowsley
Highlights from Latest Inspection

What is it like to attend this school?

Kirkby Church of England Primary School is a welcoming and happy school. Pupils, and children in the early years, enjoy being part of a warm and caring learning community where everyone feels included.

Pupils strive to live up to the school values of respect, love, care, friendship and forgiveness.

Leaders are determined for every pupil to succeed, including those with special educational needs and/or disabilities (SEND). Parents and carers value the nurture and support that their children receive from staff.

Staff deal with incidents of bullying swiftly and effectively when they arise. This helps pupils to feel safe at school.

Pupils are keen to mee...t the high expectations that staff have for their behaviour.

They and are polite and courteous. Pupils trust staff to take care of them and listen to their concerns. They try their best in lessons and achieve well.

Children in the early years are exceptionally well prepared for the demands of key stage 1.

Pupils enjoy the broad range of opportunities that leaders provide for them to engage with their local community. For example, they spoke enthusiastically about visiting a local art gallery.

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

Leaders have prioritised the development of pupils' reading knowledge. In the early years, there is a strong focus on developing children's language and communication skills. This starts in the Nursery class where children are well prepared for the phonics programme that they encounter when they move into the Reception Year.

Staff are trained well to deliver the phonics programme with expertise and confidence. For example, they quickly identify those pupils who are falling behind and provide effective support for them to catch up. Staff ensure that the books that pupils read are closely matched to the sounds that they have learned.

Throughout the school, pupils read widely and often. They particularly enjoy story time with their teachers. Pupils benefit from many opportunities to practise their reading.

This helps them to read fluently. Pupils have access to a broad range of texts from a variety of different authors. They especially look forward to visits from local authors.

Leaders have designed an ambitious curriculum. They have ensured that there are appropriate systems in place to identify the additional needs of pupils with SEND. Staff make appropriate adaptations to their delivery of the curriculum to ensure that pupils with SEND learn as well as their peers.

Leaders are clear about the knowledge that they want pupils to learn in each subject. They have organised this knowledge logically from the Nursery class to Year 6. Leaders ensure that teachers use assessment strategies effectively to check that pupils have learned what has been taught.

However, in a very small number of subjects, teachers do not design learning that builds on what pupils know already. This hinders how well some pupils apply their knowledge to more sophisticated concepts and ideas.

Children in early years benefit from a well-designed curriculum alongside high-quality interactions with staff.

Staff are equipped well to ensure that children in the early years learn the vocabulary that they need for Year 1. As a result, children quickly become confident, inquisitive and successful learners. They are exceptionally well prepared to move into key stage 1.

Pupils appreciate the many enrichment activities available to them, including a range of trips and visits to local places of interest. Children in the early years enjoy many experiences and visitors to school that help to bring learning to life. Pupils are keen to learn about different cultures and faiths.

They understand that differences between people should be respected and celebrated. Leaders ensure that pupils learn about the characteristics of healthy friendships.

For the most part, pupils attend school regularly and learning is seldom disrupted by poor behaviour.

However, some pupils, particularly those who are disadvantaged, do not attend school as often as they should. This hinders these pupils' learning of the intended curriculum.

Governors understand their roles and they are equipped well to offer challenge and support to leaders.

Staff feel well supported by leaders to manage their workload. They said that they are proud to be part of the school community.


The arrangements for safeguarding are effective.

Leaders ensure that staff understand their responsibilities for keeping pupils safe. Staff know pupils and their families well and are vigilant to the signs that may indicate a pupil is at risk of harm. All staff understand how to respond if they have any concerns about a pupil's welfare or safety.

Leaders work closely with external agencies to ensure that pupils and families receive the help that they need at the earliest opportunity.

Pupils learn how to keep themselves safe in a range of situations, including online. They understand how to report concerns, and feel confident to talk to a trusted adult if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a very small number of subjects, some teachers do not design learning that builds on what some older pupils know already. This hinders how well some pupils apply their knowledge to more sophisticated concepts and ideas. Leaders should ensure that staff are supported to design learning so that pupils can apply their knowledge and consolidate prior learning.

• Some pupils, particularly those who are disadvantaged, are absent from school too often. This means that they miss out on important learning and develop gaps in their knowledge. Leaders should ensure that pupils, including disadvantaged pupils, attend school regularly.

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