Our Lady of the Assumption Catholic Primary School

Highlights from Latest Inspection

Outcome

Our Lady of the Assumption Catholic Primary School continues to be a good school.

What is it like to attend this school?

Our Lady's is a haven for pupils.

Everyone is welcome and included at this school. As a result, pupils feel very well cared for by staff who know them well. The school has high expectations for pupils, including those with special educational needs and/or disabilities (SEND).

Typically, pupils leave Year 6 ready for the next stage in their education.

Pupils enjoy their lessons and like to learn new ideas. They persevere when they face challenges.

There are high levels of mutual respect between pupils and staff. As a result, pupils are k...een to do well and impress their teachers.

Breaktimes are harmonious, and pupils play happily with their friends.

Pupils, including children in the early years, are sensible and polite. They know the school rules and keep to them. The atmosphere in the school is calm and purposeful.

Pupils are keen to come to school each morning. They are proud to be part of their school community and they recommend it to their friends. Pupils benefit from the many wider opportunities that the school provides.

For example, they develop their skills and talents by attending a wide range of extra-curricular clubs such as gymnastics, times tables and book club.

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

The school provides an ambitious curriculum. In most subjects, the curriculum identifies the important knowledge that pupils should learn.

Teachers' secure subject knowledge enables them to choose activities that help pupils to know and remember more. In addition, they regularly check on how well pupils are learning. Teachers use this information well to reshape their teaching.

For example, they provide additional opportunities for pupils to revisit prior learning when necessary. Over time, pupils leave Year 6 well prepared for their secondary schools. However, this was not the case in 2023.

This was a result of the COVID-19 pandemic. Pupils did not have enough time to catch up on lost learning. Most pupils currently at the school are progressing well through the curriculum and learning all that they should.

In a small number of subjects, the curriculum does not identify the key knowledge that should be taught. This means that teachers do not have the information they need to make sure that pupils learn what they should. This hinders some pupils from developing their knowledge over time so that they can connect new learning.

The school has placed a high priority on early reading. This starts in the Nursery class with rhymes, songs and stories. The phonics programme starts swiftly in the Reception class.

Well-trained staff deliver the phonics programme effectively. The school works closely with parents and carers so that they understand how to help their children practise reading at home. Pupils who struggle to keep up with the phonics programme are given the support that they need to catch up.

However, at times, the books that pupils read do not match the sounds that they know. This means that a minority of pupils are not able to experience success when reading. Older pupils are confident, fluent readers.

They talked with enthusiasm about the books that they enjoy reading and their favourite authors.

Pupils, including those in the early years, are kind and considerate to one another. In the Nursery class, children who are new to school are helped to settle in quickly.

In lessons, pupils of all ages are ready to learn. They listen attentively to their teachers and are keen to answer questions.

The school identifies the needs of pupils with SEND quickly.

These pupils benefit from the effective support that is offered by staff. This helps pupils to learn successfully alongside their classmates. As a result, pupils with SEND progress well through the curriculum.

Attendance is a high priority for the school. The school analyses attendance records carefully and is aware of the reasons for pupils' absence. A clear plan is in place to improve pupils' attendance.

This has led to a considerable reduction in the proportion of pupils who are absent from school.

The school promotes pupils' personal development well. Pupils learn about the differences between people.

They are accepting of others and treat them with kindness and empathy. Pupils develop as well-rounded citizens who contribute to society. For example, the school council has attended the Liverpool Schools Parliament.

They contributed to a discussion about the importance of good attendance. In addition, pupils are given the opportunity to make a positive contribution to the local community. This includes members of the choir who have recently performed in the nearby shopping centre to raise money for a children's hospice.

Staff feel valued. They appreciate how leaders consider their workload when bringing about change. Staff have a deep sense of collective responsibility for pupils.

They work together to enable pupils to achieve well over time. Staff and pupils are well supported by the governing body. Governors know the school's strengths and weaknesses well.

They support and challenge leaders to help the school improve the quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The books that a few pupils read do not match their phonics knowledge.

This means that these pupils are not able to experience success. The school should ensure that reading books are carefully matched to the sounds that pupils know. ? In a small number of subjects, the school has not identified the key knowledge that pupils must know.

This makes it difficult for staff to design learning that helps pupils build a secure body of knowledge over time. The school should ensure that the curriculum provides sufficient guidance for teachers so that they know what pupils should know and remember.

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

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

This is the second ungraded inspection since we judged the school to be good in June 2014.

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