Springwood Heath Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Springwood Heath Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Springwood Heath Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Springwood Heath Primary School on our interactive map.

About Springwood Heath Primary School

Name Springwood Heath Primary School
Website http://www.springwoodheath.co.uk
Ofsted Inspections
Headteacher Mrs Joanne Costello
Address Danefield Road, Liverpool, L19 4TL
Phone Number 01514277759
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 239
Local Authority Liverpool
Highlights from Latest Inspection


There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

Pupils are very proud of their school.

They value that everyone is made to feel welcome here. Those pupils who are part of the specially resourced provision for pupils with special educational needs and/or disabilities (SEND) enjoy learning and playing alongside their peers during lessons and breaktim...es. Pupils are happy to come to school.

Pupils are thoughtful and kind. Most pupils quickly learn to be aware of and considerate of other people's needs. They value the strong friendships that they develop during their time at school.

If bullying happens, leaders deal with it in a timely and effective way.

Leaders have created a strongly nurturing environment where pupils feel safe and cared for. Pupils respond well to staff and, in the main, their behaviour reflects the high expectations that leaders have.

Children in the early years are taught habits of effective learning, such as listening to each other. These habits prepare them well for key stage 1.

For too long, leaders did not provide a high-quality education.

Pupils did not achieve as well as they should. Recently, leaders have increased their expectations of what pupils can achieve. They are redesigning the curriculum to ensure that pupils can meet these raised expectations.

However, in a number of subjects, this work is at a very early stage.

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

The school's performance has declined since the previous inspection. In 2022, pupils at the end of both key stages 1 and 2 did not achieve as well as other pupils nationally in reading, writing and mathematics.

New leaders have started to take the urgent action needed to improve the school's performance. Leaders are developing a more ambitious curriculum which carefully orders knowledge from the early years to Year 6. In some subjects, these new curriculums are in place and pupils are learning well.

However, in other subjects, leaders are in the process of deciding what pupils should learn and when by. As a result, pupils do not achieve as well as they should in these subjects.

Teachers have secure subject knowledge.

In those subjects where the curriculum has been finalised, most teachers check that pupils have learned and remembered what they have been taught. They address any gaps or misconceptions in pupils' learning. In these subjects, teachers design lessons that enable pupils to learn the key knowledge.

However, this is not the case across the curriculum.

Leaders have made reading a high priority across the school. Pupils spoke excitedly about the stories that their teachers read to them.

In the early years, staff use stories to help children learn about themselves and the wider world. Leaders introduced a new phonics programme in 2021. Children begin learning phonics at the start of the Reception Year.

Leaders have ensured that staff are trained to deliver the phonics programme consistently well. Pupils read books that have been carefully matched to the sounds that they know. Staff are quick to identify pupils who are falling behind and help them to catch up.

The pupils in the Reception class and Year 1 are benefiting from this new programme. As a result, more pupils now learn to read accurately and with confidence.

Leaders have taken urgent action to improve the effectiveness of the school's SEND provision.

They identify any additional needs that pupils may have. Leaders have ensured that staff have the training and support needed to meet pupils' needs. Staff support pupils with SEND effectively, including those in the specially resourced provision, to access the curriculum alongside their peers.

Pupils' behaviour reflects their positive attitudes towards school. In lessons, they are typically enthusiastic and focused on their learning. Teachers deal with any instances of poor behaviour swiftly so that lessons are not often interrupted.

Pupils are well prepared for life in modern Britain. For example, they learn about the different religions and cultures. Pupils are encouraged to make contributions to their school community by taking on class roles, such as register or library monitors.

They enjoy the range of clubs that are available to them, including chess and dodgeball.

Governors have not had a clear enough oversight of the quality of education that the school provides. They are rightly proud of the pastoral care and the inclusive culture within the school.

However, governors were too slow to identify and address a decline in academic standards. Recently, they have begun to access appropriate training to ensure that they have the expertise to support leaders in moving the school forwards.

Staff are very proud to work at this school.

Most said that leaders are considerate of their workload and well-being. Staff recognise that improvements are needed. They appreciate the training and development opportunities that leaders have recently begun to provide.


The arrangements for safeguarding are effective.

Leaders and staff know pupils well. This helps them to swiftly identify any changes in a pupil's behaviour which might indicate that something is wrong.

Staff know how to report any safeguarding concerns. Leaders take swift and effective action in response to these concerns. Leaders work with external agencies to ensure that pupils get the support that they need.

While pupils are not at risk of harm, leaders' safeguarding records do not provide sufficient information about how leaders have responded to some concerns about pupils.

Pupils learn about how to stay safe through the wider curriculum. This includes staying safe online and in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a number of subjects, leaders are in the process of designing the curriculums. As a result, teachers are not yet clear on what pupils should learn and when by. This hinders teachers in designing learning activities that enable pupils to build knowledge securely.

Pupils do not achieve as highly as they should. Leaders should finalise their curriculum thinking in these subjects and ensure that teachers deliver these new curriculums as intended. ? In some cases, leaders do not record the actions that they have taken in response to safeguarding concerns.

As a result, leaders, including governors, do not have the information that they need to reassure themselves that concerns about pupils are being followed up. Leaders should ensure that the actions that they take to follow up on safeguarding concerns are recorded. ? Some leaders, including some governors, lack the knowledge and skills needed to carry out their roles effectively.

This impacts on leaders' capacity to improve the school's performance. Leaders should ensure that leaders at all levels have the expertise needed so that the ambition and vision that they have for the school can be fully realised.


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 first ungraded inspection since we judged the school to be good in March 2018.

Also at this postcode
Garston Parkways Kids Club - Springwood

  Compare to
nearby schools