Liberty Primary

Highlights from Latest Inspection

What is it like to attend this school?

Pupils recognise and celebrate their rich and diverse community within an exceptionally strong culture of acceptance and respect. There are ample opportunities for pupils to develop their character, for example by taking on leadership responsibilities and raising money for charity.

They regularly participate in community projects that bring pupils and their families together, such as the summer fair, and cultural and religious celebrations.

Pupils at Liberty are kept safe and happy. They enjoy very warm relationships with their teachers and one another.

They say disputes of any kind are rare, but if they occur, teachers help them to resolve any differences qu...ickly.

Leaders are ambitious for pupils and expect them to achieve highly. The curriculum is typically well designed and enables pupils to develop a depth of understanding in different subjects.

Children in the early years get off to an exceptional start to their education. Across the school, pupils produce work of good quality and are well prepared for the next stage of their education.

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

Leaders have constructed a broad and ambitious curriculum that matches what is expected nationally.

For each subject, the building blocks of knowledge that pupils need have been identified. In most cases, this has been well sequenced so that pupils embed and build on their understanding over time, allowing them to tackle more complex ideas. For example, in computing, pupils are taught how to program basic instructions.

This forms the foundation of more complex coding language as they progress through school. Similarly, in physical education, children in early years practise throwing and catching. This knowledge is further developed and refined when pupils practise different passes in a range of sports.

Teachers typically have secure subject knowledge and usually introduce and explain concepts clearly and precisely. Most staff set tasks that match the ambition of the planned curriculum and check pupils' understanding. However, this is not done consistently.

In some classes, teachers' explanations are not fully accurate and errors and misconceptions are not identified or corrected. In these instances, pupils' understanding is more limited.

The curriculum in early years has been exceptionally well thought through.

In all areas of learning, concepts are identified, introduced and developed in a coherent way. Staff are experts in early education. This ensures that children develop the knowledge, skills and understanding they require and are very well prepared for the next stage of their learning.

Leaders are ambitious for pupils' reading. Staff have regular training to deliver the agreed phonics programme. Teachers identify and correct misconceptions with precision.

Careful and regular checking means pupils who fall behind are identified quickly and given opportunities to practise and improve. Pupils, including those who struggle the most, are well supported to become accurate, fluent and confident readers.

Pupils with special educational needs and/or disabilities (SEND) are identified quickly.

Staff have been well trained to provide specialist support for pupils who need this. They are well supported by a multi-agency team of health and educational specialists. Useful advice and guidance are shared with the relevant staff.

This ensures that pupils with SEND are well supported to be successful in their learning.

Pupils behave well, display positive attitudes to learning and are kind to one another. Teachers use well-established routines to maintain a calm and orderly environment.

Attendance rightly remains a key focus for leaders. Appropriate systems are in place to support families to ensure their children attend regularly and on time.

Pupils' broader personal development is exemplary.

The curriculum is designed to help pupils learn about different cultures, faiths and relationships. Pupils regularly debate and discuss complex issues. They are taught how to keep themselves safe and healthy, physically, emotionally and when online.

All pupils can access an array of additional activities such as karate, reading, sports, choir and music. The curriculum is enriched through a programme of visits to museums, theatres and art galleries.

Leaders at all levels, including those responsible for governance, work well together.

They have an accurate overview of the school's effectiveness and have identified the right priorities for further improvement. Staff are proud to work at this school and feel leaders are considerate of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured all staff are trained to notice and report any concerns they may have. Records are meticulous and indicate leaders work closely with local safeguarding partners, so pupils and their families receive the help they need.

The curriculum has been designed to ensure pupils learn about appropriate, healthy and safe relationships.

Pupils can access help for their emotional and physical health at school should they need it.

Those responsible for governance understand and perform their statutory duties effectively. For example, they ensure all pre-employment checks are carried out and recorded appropriately.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects and year groups, teachers' explanations are not fully accurate and errors and misconceptions in pupils' learning are not identified or corrected. In these instances, pupils' understanding is more limited. Leaders should ensure that staff have sufficient training and support to consistently implement the curriculum in different subjects.