Much Woolton Catholic Primary School

About Much Woolton Catholic Primary School Browse Features

Much Woolton Catholic Primary School


Name Much Woolton Catholic Primary School
Website http://www.muchwoolton.co.uk
Ofsted Inspection Rating Good
Address Watergate Lane, Woolton, Liverpool, L25 8QH
Phone Number 01514286114
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 416 (50% boys 50% girls)
Number of Pupils per Teacher 24.7
Local Authority Liverpool
Percentage Free School Meals 6.5%
Percentage English is Not First Language 1.4%
Persistent Absence 6.1%
Pupils with SEN Support 8.1%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (11 February 2020)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Outcome

Much Woolton Catholic Primary School continues to be a good school.

What is it like to attend this school?

Pupils love coming to school. They love to read. They find learning fun. Pupils’ learning is enhanced by well-planned trips, events and visitors to the school. These experiences help pupils to remember the key knowledge that they are learning. Pupils also value learning about how to stay safe.

Pupils develop a wide range of interests. They develop self-confidence because their teachers support them to build on their strengths. Pupils learn strategies to help them live happy and healthy lives. They enjoy being physically active. They take part in many activities, including sport. Pupils learn about the importance of mental well-being.

Pupils behave well in their lessons and around the school. They feel safe. Pupils are well looked after by caring staff. The pupils that I spoke with said that staff deal with instances of bullying effectively. Pupils are kind to each other. They make sure that children with special educational needs and/or disabilities (SEND) are included in their friendship groups. Pupils are keen to support charities or others who need help.

Leaders have high expectations for pupils’ achievement across the curriculum. Most pupils attain well. Leaders are focused on improving the curriculum to enable pupils to make even better progress across subjects and to help younger children in the early years to achieve well.

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

Leaders are effective. They have developed a rich curriculum that captures the strengths and interests of pupils at the school. Leaders ensure that pupils have a wide range of experiences that take learning far beyond the boundaries of the classroom. These activities help pupils to develop positive attitudes about themselves and others. They thrive when they are given the opportunity to demonstrate responsibility. Governors, parents and carers support the values and ethos that underpin the curriculum. They value the work of leaders and other staff.The strong leadership team checks that the curriculum is delivered in the way that is expected. When leaders discover that pupils are not achieving well, they adapt the curriculum. For example, leaders have changed the way that reading is taught across the school because attainment was not high enough. Leaders have also developed learning in the early years. The positive impact of both of these initiatives are now evident in current pupils’ work.

The curriculum used previously in the early years was not well developed. Children were not supported well enough to develop in all the areas of learning. As a result, they did not achieve well. However, following effective support, teachers in the early years now have a secure understanding of how to support children’s learning through the curriculum. They plan suitable activities. As a result, current children in the Reception classes achieve well in each area of learning.

Leaders have focused on developing the reading curriculum. They have ensured that pupils and younger children develop secure knowledge of phonics. Leaders have ensured that pupils across the school love reading. Pupils read widely and often. Older pupils read with fluency and accuracy. Pupils who are falling behind with their reading, or who lack confidence, are supported well by skilled staff.

The curriculum in different subject areas across the school is well designed and ambitious. Leaders have thought carefully about the order in which to teach topics. Consequently, pupils’ learning in each subject is secure. Pupils build on prior knowledge. They remember with clarity the many different things that they have learned. Teachers provide activities that engage pupils in their learning. Pupils behave well in lessons. Their positive attitudes support effective learning. Pupils in upper key stage 2 take pride in their work. Their teachers ensure that they practise and refine their reading, writing and mathematics in other subjects across the curriculum.

Leaders ensure that the needs of individual pupils with SEND are met. Teachers provide suitable resources or different ways of recording work where appropriate. These adaptations help pupils with SEND access the curriculum. Leaders also ensure that disadvantaged pupils are well supported. Leaders have improved the attendance rate of these pupils so that it is much closer to the national average. Leaders continue to focus on improving the attendance of disadvantaged pupils. This is because some pupils who are persistently absent do not achieve as well as other pupils.

The attainment and progress of pupils evident in published data over time present a mixed picture. This is particularly true for children in the early years and Year 6 pupils. However, pupils’ current work suggests that the improvements that leaders have made to the curriculum are having a positive effect. Leaders know what must be done to ensure that the quality of education is consistently high. There is some variability in this at present. For example, the quality of work in some year groups is more variable than in others. It is, however, good overall.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that pupils are safe. Staff are well trained and act on the latest guidance. Leaders take appropriate action when any safeguarding procedures need to be improved. For example, they check when a pupil registered for breakfast club is absent. Staff make effective use of the school’s safeguarding procedures. They record and pass on information about pupils to the relevant personnel. Leaders make sure that the most vulnerable pupils and their families get the right support.

Pupils have a good understanding of how to keep themselves safe. This includes when they are online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The attendance of disadvantaged pupils is lower than the national average. This reduces their opportunity to learn more. Published data shows that the attainment of disadvantaged pupils is improving. However, they do not attain as well as other pupils in reading, writing and mathematics across the school. Leaders need to build on the work they have already done to improve the attendance of these pupils to raise their attainment further. . Published data shows that improvements to the curriculum have increased the attainment of Year 6 pupils over time in reading, writing and mathematics. However, the progress of pupils in key stage 2 has been variable. Some pupils have not made as much progress as they could have done between key stages 1 and 2. The work of current pupils across the curriculum suggests that this situation is improving. Leaders need to ensure that pupils makes consistently strong progress between key stages 1 and 2. . Published data shows that in previous years, too many children in the early years have not achieved a good level of development. The curriculum in the early years has been weak. Children have not been well prepared for learning in key stage 1. This is now improved. Teaching staff have had support from the local authority to address this. The impact of this support is evident in the improved curriculum for current children in the Reception classes. Leaders need to ensure that teachers in the early years continue to build on this support to ensure that the early years curriculum enables children to achieve consistently well.

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, 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 convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good on 9–10 March 2016.