|Name||St Ambrose Catholic Primary School|
|Ofsted Inspection Rating||Inadequate|
|Address||Alderfield Drive, Speke, Liverpool, L24 7SF|
|Religious Character||Roman Catholic|
|Number of Pupils||228 (50.4% boys 49.6% girls)|
|Number of Pupils per Teacher||21.9|
|Percentage Free School Meals||46.1%|
|Percentage English is Not First Language||18.5%|
|Pupils with SEN Support||19.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (20 March 2018)
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Information about this school
This is an average-sized primary school. Most pupils are of White British heritage. The proportion of pupils supported by the pupil premium funding is above average. The proportion of pupils who have SEN and/or disabilities is average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is average. The school did not meet the government’s floor standards in 2017, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is an inadequate school Leaders and governors have responded too slowly to the decline in pupils’ achievement since the last inspection. This has impaired the progress of all groups of pupils significantly. Governors and leaders do not evaluate accurately the school’s strengths and weaknesses. Their views of the quality of education that pupils receive are over-generous. Assessment practice is weak. Leaders are too focused on attainment and not enough on the progress that pupils make from their individual starting points. As a result, leaders’ and teachers’ expectations of what pupils can actually achieve are too low. Pupils underachieve considerably in English, especially in reading. Leaders have not ensured that the curriculum prepares pupils effectively to be successful as they move through their education. Pupils in key stage 1 make weak progress in reading, writing and mathematics. Too few pupils meet the expected standard in the Year 1 phonics check. The progress of disadvantaged pupils in English and science was well below the national average for other pupils in 2017. Their progress shows little improvement. The most able pupils do not make the progress of which they are capable because teaching does not challenge them sufficiently. The capacity of leaders, including middle leaders, to improve the school further without external support is weak. Leaders have not always accessed support in a timely manner. Leaders and governors fail to promote equality of opportunity because they do not promote the protected characteristics of individuals. Attendance is consistently low. Too many pupils, especially those in in key stage 1, are persistently absent and they miss significant amounts of time in school. The school has the following strengths Children benefit from a good quality of education in the early years. Pupils say that they feel safe in school. They conduct themselves well and incidents of poor behaviour are infrequent.