Mab Lane Junior Mixed and Infant School

About Mab Lane Junior Mixed and Infant School Browse Features

Mab Lane Junior Mixed and Infant School


Name Mab Lane Junior Mixed and Infant School
Website http://www.mablaneprimary.co.uk/
Ofsted Inspection Rating Good
Inspection Date 14 January 2020
Address Mab Lane, Liverpool, Merseyside, L12 6QL
Phone Number 01512594282
Type Primary
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 243 (44% boys 56% girls)
Number of Pupils per Teacher 20.1
Local Authority Liverpool
Percentage Free School Meals 53.3%
Percentage English is Not First Language 12.8%
Persisitent Absence 7.8%
Pupils with SEN Support 33.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Outcome

Mab Lane Junior Mixed and Infant School continues to be a good school.

What is it like to attend this school?

Pupils at Mab Lane enjoy coming to school. They say that their school is a friendly place. This can be seen in how well pupils get along with each other in lessons and at breaktimes. Pupils trust their teachers to look after them well. Teachers have high expectations of pupils’ work and behaviour. Pupils live up to these expectations by working hard in class and being well behaved around school. Pupils particularly enjoy the wide variety of exciting activities that they take part in as they complete the school’s ‘50 Things to Do’ programme. These include things like walking barefoot on a beach and visiting famous sites in London.

Pupils feel safe in the school. They learn important rules about how to keep themselves safe. Internet safety has been given a high profile, and pupils have a good understanding of how to stay safe online. Pupils have no concerns about bullying. They said that teachers are good at sorting out any problems that crop up. Parents and carers agree. One parent said, ‘Every single member of staff should be applauded for the work they do.’ Almost all parents expressed similarly positive views.

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

The school motto, ‘Only the Best’, sums up leaders’ ambitions for the school and its pupils. Leaders set an excellent example for others. They have designed a rich and ambitious curriculum. Leaders know their local community very well. They explain clearly how their curriculum is designed to meet the needs of their children and families. Leaders work hard to ensure that pupils broaden their vocabulary and develop strong skills in English and mathematics. They have made sure that the curriculum also builds pupils’ knowledge across a wide range of subjects.

Pupils learn to read well. The curriculum for reading is well planned. In the early years, children enjoy listening to stories. They enthusiastically join in with activities that develop their speaking and listening skills. This strong start is now being built on in key stage 1. Leaders have developed a well-structured phonics programme and have ensured thatstaff are well trained in teaching phonics. This is leading to more pupils reaching the expected standard in the Year 1 phonics screening check. Pupils go on to develop their reading comprehension skills well. More and more pupils are leaving Year 6 as very capable readers.

Leaders are working to develop a love of books and reading across the school. Their efforts are starting to bear fruit. They have made sure that each class has a cosy reading area. Pupils take part in enjoyable reading events, such as the visit of the Book Bus. Many pupils can name their favourite authors or books.

The physical education (PE) curriculum is well planned and sequenced. For example, pupils in Year 1 learn to perform simple balances, while pupils in Year 3 develop sequences of balances and use proper gymnastic terms, such as straddle and tuck. Pupils also learn important facts about health and fitness. Leaders have made good use of specialist coaching to enhance pupils’ learning in PE and to help teachers improve their subject knowledge.

Science is typically well planned so that learning from one year is built upon effectively in subsequent years. Teachers encourage pupils to think like scientists by asking them to make predictions and record their observations. They also develop pupils’ scientific vocabulary, so pupils learn the meaning of words like insulator and carnivore. However, sometimes, the school’s curriculum plans do not make it clear enough to teachers exactly what pupils are supposed to know and remember at the end of each science topic. This means that pupils’ learning in science is not always as successful as it could be.

Children make a good start in the early years. Leaders are keen and knowledgeable. They have made sure that the early years curriculum is well planned and matched to children’s needs. Staff interact well with children, building up their language skills successfully. They make particularly good use of the school’s attractive outdoor learning areas.

Leaders and teachers work hard to meet the needs of pupils with special educational needs and/or disabilities (SEND). Provision in the speech and language resource base is of a high standard. Good support for pupils with SEND throughout the school makes a positive difference to their learning.

Staff have high expectations of pupils’ behaviour throughout the school. The youngest children settle in quickly and learn to play well together. Older pupils support each other well and are polite and friendly to visitors. Across the school, pupils’ behaviour is good.

Staff feel valued in the school. Leaders take steps to look after their well-being. They manage teachers’ workload well, for example by giving them dedicated time to complete key tasks.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is given a high priority at the school. Staff receive regular training. Records of checks on the suitability of staff and volunteers at the school are in line with the government’s guidance.

Staff know the signs that may mean a pupil is worried or at risk. Effective procedures are in place to record and then follow up any such concerns. Records show that leaders are quick to address any safeguarding issues. They work well with other agencies to protect pupils from harm. This ensures that pupils and their families get the support they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders have made sure that pupils benefit from a well-thought-out and sequenced curriculum. However, in some subjects, the school’s plans do not make clear exactly what pupils are expected to know and remember. For example, in science, it is not clear precisely what pupils are expected to know by the end of each unit of learning. This leads to pupils’ progression through the curriculum being less secure. Leaders need to ensure that teachers are clear about the subject-specific knowledge that pupils are expected to know by the end of each unit of learning.

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 school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the 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 convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good on 9–10 June 2016.