|Name||Waterloo Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 November 2016|
|Address||Crosby Road North, Waterloo, Liverpool, Merseyside, L22 0LD|
|Religious Character||Does Not Apply|
|Number of Pupils||387 (55% boys 45% girls)|
|Number of Pupils per Teacher||16.5|
|Percentage Free School Meals||28.2%|
|Percentage English is Not First Language||8%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The number on roll is rising. An above-average proportion of boys attend the school. The Reception classes provide full-time early years provision. Children join the school from a wide number of early years settings. Most pupils are of White British heritage. The proportion of pupils who have special educational needs and/or disabilities is high. The proportion of pupils with a statement of special educational needs or an education, health and care plan is much higher than average. The school houses a 30-place specially resourced provision for pupils who have special educational needs. Currently, this provision is providing education for 27, Reception to Year 6, pupils with autistic spectrum disorder. The proportion of disadvantaged pupils is high. The number of pupils who are in the care of the local authority is much higher than average. A significant number of pupils join and leave the school at other than the normal time; usually in the key stage 2. Since the previous inspection, the school has experienced significant staffing changes. Eight teachers have left the school and a similar number have been appointed. The leadership team has been reorganised and some subject leaders are new to their roles. The early years has a new leader and team of teachers and support staff. The governing body provides breakfast and after-school clubs for pupils who attend the school. The school is part of the CAPITAL Network, a local cluster of schools. The school met the government’s floor standards in 2016. These are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The headteacher provides strong leadership for the school. Ably supported by the deputy headteacher, other leaders and the committed staff team, she has been relentless in driving improvements. This improving school has the capacity to continue to move forward. The quality of teaching is now good. Teachers use good subject knowledge to provide activities that motivate pupils to do their best. Good and improving rates of progress made by pupils from, often low, starting points are leading to rising standards across the school in reading, writing and mathematics. Pupils who have special educational needs and/or disabilities, including those who attend the resourced provision, make at least good progress. This is because the support provided by teachers and support staff is carefully tailored to meet pupils’ individual needs. Pupils’ progress, including that of pupils who are new to the school, is rigorously checked in all subjects. Those who are not making the progress they should get help very quickly. Children make a successful start to school life in the early years because of good teaching. Teachers do not always follow the school’s marking policy to ensure that pupils’ work improves. This is a happy and caring school. Personal development, welfare and safety have a high priority and pupils, including the high number who join at other than the normal time, thrive and achieve well. Pupils work well in lessons and play harmoniously at playtimes. The vast majority of parents hold highly positive views of the school. Pupils’ spiritual, moral, social and cultural development is promoted well. They benefit from a well-planned, varied curriculum that captures their interests and extends their horizons. Subject leaders are effective in their roles supporting all staff to develop their skills. Governors know the school well. They carefully check all aspects of the school’s work and hold leaders to account well for its performance. Leaders are constantly seeking ways to make the school even better. However, some differences between the progress in writing and that of reading and mathematics remain, and the most able pupils are sometimes capable of doing even better in the foundation subjects. Despite leaders’ firm focus on improving attendance, this aspect remains below average.