|Name||Westvale Primary School|
|Ofsted Inspection Rating||Good|
|Address||Melverley Road, Westvale, Liverpool, L32 0RQ|
|Religious Character||Does Not Apply|
|Number of Pupils||209 (47.8% boys 52.2% girls)|
|Number of Pupils per Teacher||20.1|
|Percentage Free School Meals||57.1%|
|Percentage English is Not First Language||8.9%|
|Pupils with SEN Support||16%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (03 July 2012)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about the school
This is an average-sized primary school. The very large majority of pupils are of White British background and only a very small number speak English as an additional language. The percentage of pupils known to be eligible for free school meals is high and includes well over half of all pupils. The proportion of pupils supported by school action plus or with a statement of special educational needs is well above average. The school meets the current floor standards, these are the minimum standards expected for pupils’ attainment and progress set by the government. The school manages breakfast and after-school clubs. The school holds many awards in recognition of its work. These include Healthy School status, Eco-School, International School (intermediate) Fairtrade and Basic Skills award. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms
This is a good school. It is not yet outstanding because the quality of teaching and the monitoring of this are not yet consistent. Purposeful and imaginative leadership ensures the school is always improving. Parents and carers are very appreciative of the caring ethos and their children’s learning experiences. Achievement is good. From well-below expected starting points in the Nursery class, children make good progress through the Early Years Foundation Stage. This continues throughout the school so that by the time pupils leave at the end of Year 6 their attainment is at least average and is rising, particularly in reading and mathematics. Disabled pupils and those who have special educational needs make good progress because of the additional support they receive for their learning. Teaching is good. The best teaching features very good planning based precisely on the needs of the pupils in the class. Lessons move at a brisk pace, providing challenging and stimulating activities which make learning enjoyable. There are inconsistencies in the pace of a few lessons and sometimes the level of challenge is too restricting to accelerate progress, particularly that of higher-attaining pupils. The rich and rewarding curriculum provides memorable learning experiences. Pupils’ behaviour is good both in lessons and around the school. They have a very well-developed awareness of how to keep safe. All pupils feel safe and well looked after. Bullying incidents are extremely rare and dealt with effectively. Leadership and management are good. The school has a very accurate awareness of its strengths and weaknesses. The leadership of teaching and the management of performance are good. Occasionally, lesson observations by senior leaders do not take sufficient account of the pace and quality of pupils’ learning. Members of the governing body are supportive and informed at first hand of school priorities.