St Paul’s Catholic Junior School

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About St Paul’s Catholic Junior School

Name St Paul’s Catholic Junior School
Ofsted Inspections
Headteacher Mr Jamie Luck
Address Spring Grove, West Derby, Liverpool, L12 8SJ
Phone Number 01512281159
Phase Primary
Type Voluntary aided school
Age Range 7-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 491
Local Authority Liverpool
Highlights from Latest Inspection


St Paul's Catholic Junior School continues to be a good school.

What is it like to attend this school?

Pupils love coming to St Paul's. They enjoy positive relationships with their friends and the staff of the school.

Teachers encourage pupils to always try their best. Pupils understand the school values and they do all they can to 'be kind, be respectful, be resilient'.

Staff have high expectations of pupils' behaviour.

Pupils live up to these expectations. They are polite and courteous to their peers and the adults in the school. Pupils are rewarded for their high standards of behaviour and hard work.

They particularly value the opportunity to enjoy a h...ot chocolate and a chat with their headteacher.

Pupils feel safe and supported in school. They said that bullying and name-calling are rare and would always be dealt with by their teachers.

Pupils stated that teachers always listen to them. Consequently, pupils are happy to speak to staff about any concerns or worries that they may have.

Pupils enjoy the opportunities to take on the many roles and responsibilities made available to them.

They are excited about the voting that is due to take place for this year's school councillors, junior lord mayors and mathematics and English ambassadors. In addition to this, pupils can access a wealth of extra-curricular activities.

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

Leaders, staff and governors are united in their view that no limit should be placed on pupils' achievement, including those pupils with special educational needs and/or disabilities (SEND).

To this end, leaders have designed an ambitious and inclusive curriculum.

Subject leaders have all accessed training to help them create effective plans for their curriculum area. They have produced plans that appropriately set out the order of learning.

For example, pupils learn about different periods of history in a logical order. This gives them a strong understanding of historical timelines. Older pupils can explain how close the end of the Victorian era was to their current study of the First World War.

Leaders' plans highlight the most important knowledge and vocabulary that they want all pupils to know and remember. However, on some occasions, teachers do not allow for pupils to revisit and consolidate this information. As a result, pupils sometimes forget some of this content in the longer term.

This stops them from building on previous learning.

Leaders have prioritised the teaching of reading. Recent changes to the reading curriculum have resulted in more effective and consistent practice across the school.

Pupils who need extra help with phonics are supported as soon as they enter the school. Well-trained staff provide pupils with daily phonics sessions. Staff carefully choose books that enable pupils to practise and build on the sounds that they know.

This is helping those pupils who find reading difficult to catch up.

Teachers build pupils' comprehension skills effectively through carefully selected texts. Pupils gain a love of reading through the texts that teachers read to them, as well as the opportunity to explore the books in the well-stocked library.

Pupils talked with enthusiasm about reading and the rewards that they receive for their efforts. They particularly enjoyed meeting various authors in school, including Frank Cottrell-Boyce.

Pupils with SEND are supported well.

Leaders use their expertise and that of outside agencies to ensure the needs of pupils are identified correctly. Leaders have trained staff to effectively adapt activities so that pupils with SEND can access the same curriculum as their peers.

Pupils' behaviour in lessons and around the school is of a high standard.

They enjoy the responsibility of looking after the school vegetable garden and raising funds for local and national charities.

Governors meet regularly and are knowledgeable about many aspects of the school. However, they are less well informed about subjects other than English and mathematics.

This limits their ability to support and challenge leaders about the quality of education that pupils receive.

Staff are proud to work at the school. They are very grateful of the consideration that leaders have for their workload and well-being.


The arrangements for safeguarding are effective.

Leaders have created an effective culture of safeguarding at this school. Staff are regularly trained and updated in all aspects of safeguarding.

They know how to identify any possible signs of abuse. Staff recognise the importance of immediately reporting and recording any concerns that they may have.

Leaders have ensured that all staff and governors fully understand the risks that pupils may face within the local area and online.

Leaders have carefully designed a curriculum that helps pupils understand how to keep themselves safe. They are taught about topics such as appropriate and inappropriate information-sharing when they are online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers sometimes miss the opportunity to recap the key content and vocabulary that subject leaders have identified in the curriculum planning.

This is hindering pupils from making connections with previous knowledge when learning new content. Leaders should ensure that teachers are checking the key content that pupils know and remember, so that pupils can build on their prior learning. ? Governors are less well informed about subjects other than English and mathematics.

As a result, they are unclear about the overall quality of education that pupils receive. Leaders should ensure that governors are better able to understand the full curriculum on offer at the school so that they can offer informed support and challenge to leaders.Background

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.

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 some evidence that a good school could now be better than good, or that standards may be declining, 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 first section 8 inspection since we judged the school to be good on 4 and 5 May 2016.

Also at this postcode
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