St Mary’s Church of England Primary School, West Derby

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About St Mary’s Church of England Primary School, West Derby

Name St Mary’s Church of England Primary School, West Derby
Ofsted Inspections
Headteacher Mr Dave Harrop
Address Meadow Lane, West Derby, Liverpool, L12 5EA
Phone Number 01512262038
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 209
Local Authority Liverpool
Highlights from Latest Inspection


St Mary's Church of England Primary School, West Derby continues to be a good school.

What is it like to attend this school?

This is a happy, welcoming and friendly school.

Pupils told the inspector that they love coming to school each morning because they have lots of friends. Pupils said that they feel safe because staff look after them well.

Leaders have high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils.

Pupils achieve well because, in most subjects, they benefit from ambitious and well-planned curriculums that teachers deliver successfully.

Leaders have similarly high ex...pectations for pupils' behaviour. Pupils do their best to live up to these.

They are polite, keen to learn and try their best. Pupils said that because staff expect them to behave well, they do. Pupils explained that there is hardly ever any bullying, but that if it does happen, staff will sort it out quickly.

Pupils appreciate the opportunity to hold responsibilities, such as being a school councillor, prefect and reading or play buddy. They value the range of clubs on offer at lunchtime and after school. These include journaling, music and sports clubs.

Pupils enjoy the trips that support their learning, such as visits to nearby towns and museums. Older pupils have been able to benefit from some residential trips.

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

Leaders have designed a broad and suitably aspirational curriculum for all pupils, including for children in the early years.

In most subjects, leaders are clear about what they want pupils to know from the Reception class through to Year 6. Leaders have organised learning to ensure that pupils build carefully on what they know already. However, in a small number of subjects, leaders are not as clear about what they want pupils to know and when.

This hinders teachers in designing learning that helps pupils to make connections with earlier learning and deepen their knowledge over time.

Mostly, teachers present information clearly and revisit previous learning as a matter of routine. This helps pupils to remember more and make connections in their learning over time.

For example, pupils in Year 6 used their knowledge of multiplication facts to simplify fractions successfully. Leaders have an accurate picture of how well pupils are learning the intended curriculum. Teachers use assessment carefully to check on how well pupils, including pupils with SEND, are progressing.

If pupils struggle with aspects of their learning, teachers provide appropriate support.

Leaders ensure that teachers prioritise reading from the moment that children arrive in the early years. There is a well-structured approach to teaching phonics.

This curriculum is delivered by confident staff who have received appropriate training. Pupils practise their reading frequently and staff ensure that their books match the sounds that pupils know. Teachers check on how well pupils, including children in the early years, are progressing through the phonics programme.

They identify those pupils who fall behind. Staff provide pupils with the additional support that they need to quickly catch up and become confident, fluent readers.

Older pupils understand why reading is important, and they appreciate the joy that reading can bring.

They value opportunities to meet and listen to a range of popular authors. Pupils achieve well in reading. At the end of Year 6, they are prepared well for the next stage of their learning.

Children settle into routines quickly in the early years. Throughout the school, teachers have established high expectations and clear procedures to help pupils to learn. Classrooms are calm.

Pupils can get on with their learning without distraction.

Leaders have ensured that pupils with SEND are identified early and supported well by staff. When necessary, teachers adapt how they deliver the curriculum to meet pupils' needs.

Other staff are knowledgeable about the needs of pupils with SEND, and they provide appropriate support for this group of pupils. As a result, pupils with SEND achieve well.

Leaders and staff place a strong focus on developing pupils' personal development.

Pupils learn about different faiths and cultures. They understand the importance of tolerance and respect for others. Pupils learn how to become responsible citizens, and they are proud of the charity work that they do to support others.

Pupils enjoy the 'star of the week' assemblies to reward both their academic and personal achievements, such as being kind and friendly to others.

Governors are highly ambitious for the school. They are well informed about the quality of education that pupils receive.

They hold leaders to account diligently. Staff feel that they are supported well by leaders. They are proud to work at the school.


The arrangements for safeguarding are effective.

Leaders have ensured that the procedures to keep pupils safe are robust and understood by staff. Staff receive regular safeguarding training.

They know what to do if they have concerns about a pupil's well-being. Staff work effectively with pupils and their families to ensure that they can benefit from appropriate help.

When necessary, leaders and staff work closely with a range of agencies to ensure that vulnerable pupils can access appropriate support.

Through the curriculum, pupils learn about how to keep themselves safe. Pupils explained to the inspector how they can keep themselves safe when cycling or when they are online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders have not organised the curriculum so that curriculum content builds on what pupils know already.

This hinders teachers in designing learning that supports pupils to make connections and deepen their knowledge over time. Leaders should ensure that, in these subjects, curriculums are planned so that pupils can build on what they already know and can do.


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/outstanding.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in March 2012.

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