St Finbar’s Catholic Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of St Finbar’s Catholic 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 St Finbar’s Catholic Primary School.

To see all our data you need to click the blue button at the bottom of this page to view St Finbar’s Catholic Primary School on our interactive map.

About St Finbar’s Catholic Primary School

Name St Finbar’s Catholic Primary School
Ofsted Inspections
Headteacher Mrs Janet Conley
Address South Hill Road, Liverpool, L8 9RY
Phone Number 01517273963
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 192
Local Authority Liverpool
Highlights from Latest Inspection

What is it like to attend this school?

St Finbar's is a happy and welcoming place that pupils enjoy attending. They said that they have lots of friends and that 'no one is left out'. Pupils said that they feel safe because staff are kind and look after them well.

Teachers have high expectations for pupils and pupils do their best to live up to these. Pupils work in calm and orderly classrooms, uninterrupted by poor behaviour. They are well mannered and show respect for their teachers and friends.

Pupils engage positively in their learning and they achieve well. Pupils said that bullying is rare but, if it does happen, staff will sort it out quickly.

Pupils are proud of the work that they do to sup...port others, such as fundraising for local charities.

They enjoy the many after-school clubs on offer, such as singing, drawing and Lego club. Pupils also appreciate the opportunity to hold responsibilities, for example, as a school councillor or acting as a 'playground buddy' for younger pupils.

Pupils benefit from the many trips that teachers organise to support their learning.

For instance, pupils in Year 2 have recently visited a zoo and pupils in Year 5 thoroughly enjoyed their science trip.

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

Leaders have developed an ambitious curriculum that allows most pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, to achieve well.

The curriculum in many subjects is well organised.

For example, in science, leaders have structured learning carefully so that pupils' knowledge builds up from the early years through to Year 6. Teachers ensure that pupils revisit prior learning regularly so that important knowledge is secure. Teachers have strong subject knowledge and they use this to deliver the curriculums well.

As a result, pupils have a secure understanding of their earlier learning. For instance, in science, they use scientific vocabulary fluently and accurately. However, in a minority of subjects, leaders have not organised curriculums as thoughtfully.

This hinders pupils from making connections between what they are learning and their knowledge from previous years.

From the moment that children arrive in early years, leaders have ensured that they benefit from a well-structured approach to learning phonics. Staff are highly knowledgeable about early reading because of the training that they have received.

As a result, they deliver the phonics programme well.

Across the school, pupils have access to a wide range of books. They enjoy reading and do so regularly.

Teachers quickly identify those pupils who fall behind and provide effective support to help them to catch up. Staff match pupils' reading books well to the sounds that pupils are learning. As a result, almost all pupils become confident, fluent readers by the end of Year 2.

Leaders and staff know pupils well. Staff work closely with pupils and their families to check on and look after their well-being. Pupils learn about different faiths and cultures.

For instance, they recently celebrated Eid as a whole school. Leaders successfully develop pupils' awareness and understanding of equality and diversity. As a result, pupils know why democracy, respect and tolerance are important.

This prepares them well for later life.

Pupils behave well in and around school. This means that teachers can focus on delivering the curriculum.

Pupils said that any incidents of poor behaviour are sorted out quickly. Children in the early years play happily together. Older pupils said that if they had a problem at playtime they could speak to staff or a 'buddy'.

Leaders have ensured that there are effective procedures in place to identify pupils with SEND. Leaders carefully check that the support for this group of pupils is having a positive effect. Those pupils with additional emotional needs are supported expertly by well-trained staff.

Members of the governing body are proud to be a part of the school community. They are highly knowledgeable about many aspects of the school, such as the well-being of staff and pupils, which they have prioritised in recent months. They are less well informed about how well pupils, including those with SEND and disadvantaged pupils, are learning the curriculum.

All staff enjoy working at the school. They value the support that leaders and governors provide. Staff appreciate the steps that leaders have taken to make their workloads more manageable.


The arrangements for safeguarding are effective.

Leaders have ensured that there are robust procedures in place to help to keep pupils safe. All staff receive appropriate safeguarding training.

They are alert to the potential signs of harm, including peer-on-peer abuse.

Staff know what to do if they have a concern about a pupil. Leaders work effectively with other agencies to provide appropriate support for families.

Parents and carers are positive about the care that staff provide for pupils. Pupils also learn how to keep themselves safe. For example, they know what to do if they have a concern when they are online or dealing with strangers.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Members of the governing body do not have an accurate view about how well pupils are learning the intended curriculum. As a result, they have not provided appropriate challenge to leaders about how well pupils, including disadvantaged pupils, are achieving across the curriculum. Those responsible for governance must ensure that they understand how well pupils are learning so that they can hold leaders to account more effectively.

• Leaders have not ensured that the curriculums in a small number of subjects are sufficiently well organised. As a result, pupils struggle to make connections and build successfully on earlier learning. Leaders should ensure that pupils' learning in these subjects is organised more carefully so that pupils can make links with their prior knowledge and deepen their learning over time.

  Compare to
nearby schools