St Clare’s Catholic Primary School

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About St Clare’s Catholic Primary School

Name St Clare’s Catholic Primary School
Ofsted Inspections
Headteacher Mrs Elizabeth MacKenzie
Address Garmoyle Close, Liverpool, L15 0DW
Phone Number 01517334318
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 186
Local Authority Liverpool
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy.

They find that the school is a calm, restful and protected place in which they can learn, make friends and succeed. A typical pupil comment was: 'At the very time that you're going through difficulty, everyone in the school has your back.'

Leaders and staff make teaching pupils to read a main priority of daily life at the school.

Many pupils achieve well in reading, writing and mathematics. This includes pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Pupils learn well in other subjects, especially computing.

Many pupils take part in extra activities, such as l...earning to sing and cook, and participating in sport. Parents and carers praised the work of the school. For instance, one parent said: 'Staff encourage and enhance pupils' creative, sporting and artistic gifts and abilities.'

Pupils said that their frequent special trips and events help them to know and remember essential information.

Bullying is rare. Pupils told us that staff deal with issues well.

Throughout the school, pupils behave sensibly. They listen and work hard in lessons. They are extremely polite, as shown when they thanked us for our time in meeting with them.

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

Staff successfully help pupils to overcome many of the challenges that happen in their lives. Pupils learn well in different subjects in key stages 1 and 2. Pupils enjoy their learning.

Their positive behaviour helps lessons to be calm and enjoyable. Published information shows that pupils' progress in reading, writing and mathematics is improving and was average in 2019.

We found that staff mostly plan pupils' learning properly.

Leaders and staff have successfully adapted much of their previous curriculum, including in mathematics, to help pupils to build their knowledge in a logical order. Most of the work that pupils complete, including that of pupils with SEND, matches the school's good-quality curriculum, including in physical education. Pupils start to learn about computing in the early years at St Clare's.

Pupils' strong knowledge of computing is built on in each class. This means that pupils are ready for secondary school and for their future careers. Even so, in geography and science, staff do not plan some units of learning in enough detail to show which knowledge pupils will develop.

Subject leaders are already acting to resolve these issues.

Leaders put reading at the heart of the school curriculum. Staff in the nursery skilfully read high-quality stories, rhymes and poems to children.

They use well-chosen information books to teach children about the world. They enthuse children about language and reading. This work continues well throughout the school.

Parents agreed. For instance, one parent said: 'My son loves to read and was particularly inspired by a visit to school by an author. He went on to read all of the author's books.'

Pupils read confidently and with understanding. Staff support pupils who speak English as an additional language very well to read. Many pupils practise their reading each day, such as at breakfast club, lunchtime club and in lessons.

Older pupils are trying to read the 100 books that teachers have challenged them to read before they leave the school. They talked to us about the work of different authors and poets, such as Michael Rosen and Benjamin Zephaniah. However, we did find that staff do not always match reading books precisely to pupils' knowledge of letter sounds.

Pupils are inspired to aim high about their possible careers. They meet people such as doctors and architects at the school. Pupils know that their strong skills in designing and writing computer programs are important for their future.

They are learning to become responsible British citizens. As one pupil said, 'This is a school that respects everyone.'

Leaders know the work of the school in detail, including the curriculum.

They give staff access to much training for their roles in leading different subjects. They make certain that staff's workload is manageable. Staff put pupils' work in attractive displays on the walls of classrooms and corridors.

Teachers use these displays well in the curriculum. Parents praise the work of the headteacher. For example, one parent that 'the school has come on in leaps and bounds' since the headteacher joined.


The arrangements for safeguarding are effective.

Leaders and staff consider carefully how to protect each pupil from harm. They make proper links with other agencies and voluntary groups to ensure that pupils are safe.

Pupils told us that they can speak to any member of staff about their worries. They also know that they can telephone national helplines. Pupils understand the risks of meeting strangers online.

They know how to protect their personal information when using the internet. Older pupils understand the dangers of knife crime and gangs. Many pupils told inspectors that the school is a safe, reassuring place in which to learn.

What does the school need to do to improve?

(Information for the school and appropriate authority)

From nursery to Year 6, leaders and staff take many steps to celebrate the love of reading and books with pupils and to teach pupils to read. Yet, some of the books that staff select for pupils to practise their reading have words and sounds that pupils do not know. When pupils take these books home, this mismatch risks causing pupils to stumble rather than succeed.

Leaders need to make certain that pupils practise reading at a level that precisely matches their phonics knowledge. This will mean that pupils experience even greater success as readers.Leaders and staff have revised the school curriculum across subjects in many worthwhile ways.

This is helping pupils to know and remember valuable information. Even so, staff do not plan some units of the geography and science curriculums as well as others. This means that pupils do not learn some of the knowledge set out in the national curriculum as well as they should.

Leaders should make certain that teachers plan the curriculum in enough detail to teach pupils all the knowledge that they need to remember. . The transition arrangements were used in this inspection to confirm that pupils benefit from a good quality of education.

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