Pleasant Street Primary School

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About Pleasant Street Primary School

Name Pleasant Street Primary School
Ofsted Inspections
Headteacher Mr Neil Verdin
Address Pleasant Street, Liverpool, L3 5TS
Phone Number 01517093802
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 232
Local Authority Liverpool
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of the diversity within their school community. They enjoy attending this welcoming school where they feel safe and happy.

This is because leaders have built strong relationships with pupils and their families.

Staff are determined to raise pupils' aspirations for their future lives. Pupils learn well.

They are committed to demonstrating the school's values of resilience, responsibility, resourcefulness, respect and reflection. Pupils leave school well prepared for the next stage of their education.

Most pupils live up to leaders' high expectations of their behaviour.

They behave well in lessons and around the school site. P...upils were confident that staff deal well with any incidents of bullying should they occur.

Pupils benefit from carefully designed enrichment activities, such as partnerships with local galleries, museums and universities, which strengthen the vibrant curriculum.

Pupils extend their learning, for example through visits and regular contact with several authors.

Pupils relish taking on leadership roles. These roles include school councillors, reading buddies, play leaders and bin warriors.

Pupils have a strong sense of community and often set up charity fundraising events. They know that leaders will listen to their ideas and take their concerns about school and the wider world seriously.

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

Leaders have designed a curriculum that is ambitious for all pupils.

The curriculum embraces local culture and heritage as well as teaching pupils about the wider world. Leaders have identified the knowledge and vocabulary that pupils should learn in each subject. Pupils remember and use this vocabulary when discussing their learning.

Teachers' subject knowledge is strong. They deliver the curriculum well. Teachers make sure that pupils learn the most important content in subject curriculums in a logical order.

This helps pupils to build on what they know already. Teachers use their expertise to skilfully identify and address any misconceptions that pupils may have. Pupils build a rich body of knowledge across the curriculum.

Teachers identify pupils' needs early. They adapt their delivery of the curriculum effectively. This ensures that pupils with special educational needs and/or disabilities (SEND), and those who speak English as an additional language, can learn well alongside their peers.

Pupils in the specially resourced provision for pupils with SEND (specially resourced provision) learn equally well.Leaders have ensured that the children in the early years get off to the best possible start with their learning. Adults in the Nursery and Reception classes maximise opportunities to develop children's spoken language.

Children enjoy stories and rhymes from a wide range of cultures. Positive interactions between adults and children ensure that children become inquisitive and independent learners. This prepares them well for the demands of key stage 1.

Children and pupils follow the phonics programme in a logical order. Teachers make sure that the books pupils read match their phonics knowledge. Staff provide appropriate additional support for any pupils who find reading difficult.

This helps these pupils to catch up with their peers.

Leaders have prioritised a love of reading. Teachers encourage pupils to read a wide range of texts for pleasure.

Pupils appreciate the opportunities that they have to choose books for the library. They enjoy taking books home.

Most pupils follow instructions and listen to staff attentively.

On a few occasions, some pupils do not listen as well as they should. Sometimes, this disrupts the learning of other pupils. Some teachers do not deal with this low-level disruption consistently well.

Pupils told inspectors that this is not fair.

Events such as cultural days and diversity days ensure that pupils have a secure understanding of the differences between people. Pupils learn about the importance of a healthy diet and physical exercise.

Leaders know the school's strengths and the priorities for improvement. Governors carry out their statutory duties well. They hold leaders to account effectively.

Staff feel well supported by leaders and each other. They appreciate leaders' consideration of their workload and well-being.


The arrangements for safeguarding are effective.

Leaders ensure a strong culture of safeguarding. All staff carry out regular safeguarding training and know how to spot the signs of possible abuse or neglect. Staff report any concerns about a pupil's welfare diligently.

Leaders ensure that pupils and their families get the help they need promptly.

Through the curriculum, pupils learn how to keep themselves safe from physical and emotional harm. Teachers make sure that pupils understand how to remain safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not address low-level disruption swiftly. From time to time, some pupils' behaviour disrupts the learning of others. Leaders should ensure that the behaviour policy is understood and applied consistently well by staff so that there are no interruptions to learning.

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