Roby Park Primary School


Name Roby Park Primary School
Website http://www.robyparkprimary.co.uk
Ofsted Inspection Rating Good
Address Easton Road, Huyton, Knowsley, L36 4NY
Phone Number 01514778340
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 189 (50.8% boys 49.2% girls)
Number of Pupils per Teacher 16.3
Local Authority Knowsley
Percentage Free School Meals 48.6%
Percentage English is Not First Language 3.7%
Pupils with SEN Support 21.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (22 May 2019)
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.

Information about this school

Roby Park Primary School is smaller than the average-sized primary school. The proportion of boys and girls varies across the school. The large majority of pupils are of White British heritage. The school provides flexible nursery provision. Children attend the Nursery class part-time and full-time. Children attend the Reception class full-time. The proportion of disadvantaged pupils, at almost 60%, is high. It is more than double the national average. Almost all pupils in Year 6 in 2018 were disadvantaged. The proportion of pupils with SEND is high. Since the previous inspection, the school has experienced a number of staffing changes. Several staff have joined and left the school and a number of staff, including members of the senior leadership team, have experienced long periods of absence. A new headteacher joined the staff in January 2019. In the previous term, the school was led by two part-time interim headteachers. The special educational needs coordinator is currently acting as assistant headteacher. A number of governors have joined the governing body since the last inspection. The chair and vice-chair are new to their roles since the last inspection. Since the previous inspection, the school has been supported by the headteacher of the outstanding Prestolee Primary School. The funding for this support is provided through the Department for Education’s ‘Pathway to Success’ programme. The school has recently become part of the Prestolee School Centre Initial Teacher Training programme.

Summary of key findings for parents and pupils

This is a good school Leaders have secured improvements in many aspects of the school since the last inspection. The quality of education provided is now good. The new headteacher is highly ambitious for the school. A culture of high expectations exists and staff morale is high. Rates of progress have been strengthened. Pupils now make good progress in reading, writing and mathematics. Leaders regularly review the quality of teaching and devise effective strategies to strengthen it. Teachers use good subject knowledge and questioning to develop pupils’ understanding. However, at times, the most able pupils are not challenged as well as they could be. Early reading skills are developed effectively. A relentless focus on reading across the school continues to develop pupils’ vocabulary. Leaders are developing an accurate picture of progress in the wider curriculum. Governors have improved the way they work. They have increased their understanding of the school’s strengths and are clear about what needs to be done to achieve further. Roby Park is a happy, inclusive school. Pupils behave well. They feel safe and well cared for. Leaders have had a positive impact on the English and mathematics curriculums. The leadership of other subjects continues to develop. Teachers and teaching assistants ensure that disadvantaged pupils and those with special educational needs and/or disabilities (SEND) receive the support they need to succeed. Early years provision is highly nurturing. Teachers plan interesting activities to ensure that children make a good start to school life. Pupils write confidently for a range of different purposes. However, they sometimes lack the stamina to write at length. Pupils’ independent skills are sometimes not well developed. Teachers sometimes do not demand neat work that is free of careless spellings and punctuation. Attendance is improving. However, a few pupils still do not attend school regularly. Adults are vigilant in ensuring the welfare of pupils. A strong safeguarding culture is evident.