Litherland Moss Primary School

About Litherland Moss Primary School Browse Features

Litherland Moss Primary School


Name Litherland Moss Primary School
Website http://www.litherlandmoss.co.uk/
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 21 February 2017
Address Moss Lane, Liverpool, Merseyside, L21 7NW
Phone Number 01519284544
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 209 (48% boys 52% girls)
Number of Pupils per Teacher 16.9
Academy Sponsor The Heath Family (North West)
Local Authority Sefton
Percentage Free School Meals 36.7%
Percentage English is Not First Language 10%
Persisitent Absence 20.2%
Pupils with SEN Support 22.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets the requirements for the publication of specified information on its website. The school is smaller than average but numbers are increasing. The proportion of pupils joining or leaving the school at different times of the year is higher than found nationally. The proportion of pupils who receive additional support for special educational needs and/or disabilities is lower than the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is lower than in other schools nationally. Over 60% of pupils are supported by the pupil premium. This is much higher than average. The majority of pupils are of White British heritage. The school met the floor standards in 2016. These are the minimum expectations of pupils’ achievement in reading, writing and mathematics set out by the government. The school provides a breakfast club and a wide range of extra-curricular clubs for pupils. The early years comprises Nursery and Reception classes. Children attend Nursery from age two upwards. The school has responsibility for the Children’s Centre with which it shares a site. Litherland Sports Park and Litherland High School are also on the same site.

Summary of key findings for parents and pupils

This is a good school The headteacher provides high-quality leadership. Her determination and ambition for all pupils to receive the support they need in order to do their best ensures that pupils flourish socially, emotionally and in their learning. The governing body provides effective challenge and support for leaders. Governors use their knowledge of the school well to inform their work. Teaching is consistently good and so pupils achieve well. Teachers plan engaging activities that capture pupils’ interest and meet their learning needs. Pupils behave very well both in classes and around school. They treat each other and adults with respect and are proud to belong to Litherland Moss. The pastoral support that pupils receive is excellent and contributes strongly to helping remove barriers to learning and to pupils’ good personal development and well-being. Leaders ensure that pupils are safe. There is a strong culture of vigilance across the school. Pupils are cared for very well by all staff and the school is a safe haven for them. Pupils benefit from a rich and varied curriculum and take full advantage of the many extra-curricular opportunities the school provides. The headteacher and governors have developed an effective team of senior and middle leaders who work diligently together to improve opportunities and accelerate learning for pupils. However, leaders’ plans for using additional funding do not consistently contain appropriate, measurable targets. From often low starting points, the majority of pupils, including those who are disadvantaged, make good progress in reading, writing and mathematics. However, the work that most-able pupils are given is not always challenging enough and too few of them reach the higher levels standards of which they are capable. The school’s new assessment system does not identify pupils who should exceed the expected standards for all pupils. This means that the school does not track the progress of higher-ability pupils rigorously enough. Children get off to a good start in the early years. They make strong progress so that they leave the Reception class ready for the demands of key stage 1. Further improvements are needed to make sure that the outdoor provision for the Reception children is more closely linked to areas of learning.