|Name||St Gabriel’s CofE Primary School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||11 December 2018|
|Address||Ellis Ashton Street, Huyton, Liverpool, Merseyside, L36 6BH|
|Religious Character||Church of England|
|Number of Pupils||211 (55% boys 45% girls)|
|Number of Pupils per Teacher||18.9|
|Academy Sponsor||Rainbow Education Multi-Academy Trust|
|Percentage Free School Meals||27.9%|
|Percentage English is Not First Language||2.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
St Gabriel’s is an average-sized primary school. The proportion of disadvantaged pupils, supported by pupil premium, is double the national average. The proportion of pupils with SEND is just under the national average. The school has experienced some turbulence in staffing since the previous inspection. The headteacher and a number of middle leaders are relatively new to post. Leadership is supported by the Rainbow Trust, a local multi-academy trust.
Summary of key findings for parents and pupils
This is a school that requires improvement In 2018, Year 6 pupils were not well prepared for the next stage of their education. Their progress was weak, and their attainment was low. Although pupils’ progress is improving, it is not good in a range of subjects, including writing and mathematics, across the school. Teachers do not use the information from the new assessment system effectively to plan teaching that meets pupils’ needs. Not enough children in the early years reach a good level of development by the time that they leave Reception because they do not make good progress from their starting points. Governors’ expectations of what constitutes good progress for pupils are not high enough. They do not hold school leaders sufficiently to account for pupils’ academic outcomes In some year groups, teachers do not plan lessons that interest pupils and keep them engaged in their work. As a result, they lose interest and waste learning time. Some teachers do not provide challenging work for the most able pupils. The proportion of pupils reaching the higher standards at the end of Year 6 is below the national average in reading, writing and mathematics. The progress of disadvantaged pupils remains variable across all year groups. Leaders do not use the pupil premium funding well enough to support the achievement of these pupils. The curriculum, other than in English and mathematics, does not enable pupils to develop their subject-specific skills and knowledge in subjects such as history and geography. The proportion of pupils who are persistently absent from school is double the national average. The school has the following strengths The new headteacher has strengthened the quality of leadership in the school. She has put appropriate strategies in place to improve teaching and learning. Pupils have a more secure grasp of phonics due to improved teaching of this subject. Pupils are making good progress in reading in almost all year groups. Relationships are positive throughout the school. Pupils are polite and conduct themselves well. They are kept safe and are well cared for by staff.