|Name||Prescot Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Maryville Road, Prescot, L34 2TA|
|Religious Character||Does Not Apply|
|Number of Pupils||414 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.1|
|Percentage Free School Meals||26.2%|
|Percentage English is Not First Language||5.7%|
|Pupils with SEN Support||10.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (12 June 2018)
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Information about this school
The school does not use alternative provision. Three new governors have joined the governing body, which is currently led by an acting chair of the governing body. Outdoor provision for children in the Reception classes has been developed and extended. The proportion of pupils who have SEN and/or disabilities is average. A well below average proportion of pupils have education, health and care plans. Prescot School is larger than the average-sized primary school. Almost half of all pupils are disadvantaged and in receipt of support through the pupil premium funding. Most pupils are of White British heritage. Very few pupils speak English as an additional language. Children under five attend the Nursery on a part-time basis. All children in the Reception classes attend full time. The school runs a breakfast club, which is managed by the governing body. This provision was inspected. Provision for two-year-olds is available on site. The provider, Kids in Bloom, is independent and subject to a separate inspection. The school meets the government.s current floor standards, which are the minimum expectations for pupils. outcomes in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Senior leaders and governors do not systematically monitor the impact of the many initiatives taking place in the school. Plans to improve the quality of teaching and raise standards, particularly for disadvantaged pupils, lack precision. Governors do not challenge senior leaders sufficiently well. They have a partial picture of the school.s strengths and weaknesses and of how pupil premium funding is spent. At the end of Year 6 in 2017, pupils. progress and attainment were below average in reading and writing. Current pupils. progress, while improving, is not moving forward well enough in all subjects. The quality of teaching is variable. Pupils are not consistently challenged in their learning. As a result, the most able and disadvantaged pupils do not achieve the standards of which they are capable. Staff do not have high enough expectations of pupils. Too few opportunities are available for pupils to practise and refine their writing skills across the curriculum. Teachers do not ensure that pupils have a clear understanding of what they need to do to improve their learning. Investigative work in science is rare. Pupils. books show little evidence of practical, hands-on activities. Leaders work to develop pupils. appreciation of the culturally diverse nature of British society is underdeveloped. The school has the following strengths Pupils enjoy coming to school and attend regularly. They behave well in class, like to find out new things with their peers and are skilled at using technology. Parents and carers are highly complimentary about the school. They say that their children are safe, well looked after and progressing well. Phonics is taught effectively. The school.s current focus on reading is generating a sense of excitement and rapidly improving pupils. reading and comprehension skills. Children get off to a good start in the early years. They benefit from an engaging curriculum which stimulates their interests and ensures their rapid progress.