Huyton With Roby Church of England Primary School

Inspection of a good school: Huyton With Roby Church of England Primary School Rupert Road, Huyton, Liverpool, Merseyside L36 9TF

p.1

Outcome

Huyton With Roby Church of England Primary School continues to be a good school.

p.1

What is it like to attend this school?

Pupils are warmly greeted by staff when they arrive at school. They are proud of their school and are keen to learn. Staff know pupils well and value them as individuals.

p.1

What is it like to attend this school?

Pupils behave well and share warm relationships with staff. Pupils are happy and feel safe. They understand that adults will support them if they feel anxious or worried. If bullying occurs, staff soon make it stop.

p.1

What is it like to attend this school?

Leaders expect pupils to achieve well, and most do across a range of subjects. In lessons, pupils work well together, sharing their thoughts and ideas. Leaders strive to make learning interesting and fun. High-quality displays and murals in the corridors and classrooms bring many aspects of the curriculum to life.

p.1

What is it like to attend this school?

Pupils make friends easily because they care about each other. At breaktimes, they play happily with their friends in the playground.

p.1

What is it like to attend this school?

Pupils contribute to decision-making in the school through their roles as eco-warriors and well-being ambassadors. There is an array of extra-curricular opportunities to allow pupils to pursue their interests and develop their talents. For example, pupils enjoy honing their drumming, guitar and violin skills and singing in the school choir.

p.1

What is it like to attend this school?

Most parents and carers are delighted with the quality of education that the school provides.

p.1

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

The headteacher knows the school well. She has accurately pinpointed what the school does well and those aspects that require further development.

p.1

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

Leaders have designed a curriculum that is ambitious and meets the needs of pupils. In many subjects, teachers are clear about the knowledge that pupils should be taught and 26 and 27 April 2022

p.1

2

the order in which content should be delivered. For example, staff have a secure understanding of the building blocks that children must acquire in the early years before they access subject-specific knowledge in key stage 1. Leaders have also given careful consideration to the subject-specific vocabulary that pupils must learn. However, leaders are not clear about the order in which key subject-specific vocabulary should be taught. This prevents pupils from developing a deep understanding of the subjects they are studying.

p.2

2

Well-trained subject leaders monitor their areas of responsibly effectively. Teachers appreciate the training, guidance and support that leaders provide to keep their teaching skills fresh and up to date. There are highly effective systems in place to monitor pupils’ progress as they move through the school in reading and mathematics. Leaders are starting to implement an improved assessment system to give them a more secure overview of how well pupils are progressing in other subjects.

p.2

2

Children are introduced to the joys of stories, rhymes and poems as soon as they start in the early years. There is a consistent approach to the teaching of phonics which starts as soon as children enter the Reception class. Staff make effective use of their voices, body language and resources to make the teaching of phonics a pleasurable experience for all pupils, including those with special educational needs and/or disabilities (SEND).

p.2

2

Teachers carefully match books to pupils’ phonic knowledge. Leaders make sure that those pupils who are struggling to read get the support that they need to help them catch up quickly.

p.2

2

In lessons, teachers use assessment well to identify and correct any misunderstandings. Most pupils, including children in the early years, listen well in class and poor behaviour rarely disrupts learning. However, a few pupils do not attend school as often as they should. This hinders these pupils in their learning.

p.2

2

Some pupils talk excitedly about their current and prior learning in subjects such as mathematics and history. Pupils’ earlier knowledge in one subject often supports their learning in another. For example, younger pupils’ earlier geographical knowledge enhanced their historical study of The Great Fire of London.

p.2

2

Pupils with SEND, including those in the early years, have their needs identified quickly. Leaders ensure that support is put in place so that these pupils have the same opportunities to succeed as their peers.

p.2

2

Pupils are becoming responsible citizens. They recognise the need to protect the planet by recycling and turning off lights to save electricity. Pupils understand and appreciate differences, such as families that are different to their own. They understand the importance of eating a balanced diet and taking regular exercise to keep themselves healthy. Pupils’ mental and emotional needs are met well by staff.

p.2

2

Like the headteacher, the chief executive officer (CEO) of the trust and members of the local governing body know the school well. Governors act as a critical friend, offering 26 and 27 April 2022

p.2

3

support and challenge in equal measure, with a particular focus on the quality of education.

p.3

3

Staff enjoy working at the school and morale is high. They appreciate the consideration that is given to their workload and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All staff are trained well in safeguarding and they understand their responsibilities. Staff are alert to the signs of harm, abuse and neglect. They are fully aware of the risks in the local area relating to safeguarding. Staff know the procedures that they must follow if they are concerned about a child’s welfare.

p.3

Safeguarding

Leaders ensure that vulnerable families are well supported by the school and other agencies. Through the curriculum, pupils are taught to keep themselves safe. For instance, they understand what it means to be a good friend and of how to keep themselves safe when online.

p.3

(Information for the school and appropriate authority)

 Across subjects in the wider curriculum, leaders have not given enough thought to the order in which key subject-specific vocabulary should be taught. This hinders pupils’ progress at they move through the curriculums. Leaders should refine their curriculum thinking so that teachers are clear about the order in which key subject-vocabulary is taught. This will help to deepen pupils’ understanding across a range of subjects.  A few pupils do not attend school regularly enough. This prevents these pupils from achieving as well as they should. Leaders should continue to support these pupils and their families to attend school regularly so that pupils’ poor performance does not impede their learning and development.

p.3

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 evidence that a school would now receive a higher or lower grade, 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. 26 and 27 April 2022

p.3

4

This is the first section 8 inspection since we judged the predecessor school, Huyton-with- Roby CofE Primary School, to be good in April 2015.

p.4

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 26 and 27 April 2022

p.4

School details

Local authority Knowsley Metropolitan Borough Council

p.5

School details

Inspection number 10226061 Type of school Primary

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 Huyton With Roby Church of England Primary School converted to become an academy school in February 2018. When its predecessor school, Huyton-with-Roby Church of England Primary School, was last inspected by Ofsted it was judged to be good overall.  The school is part of the Liverpool Diocesan Schools Trust.  Leaders access alternative provision with one registered provider.  The school’s last Statutory Inspection of Anglican and Methodist Schools was carried out in January 2016.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspector met with the headteacher, other senior leaders and members of staff.  The inspector met with three members of the local governing body. She also met with the CEO and the education officer from the Liverpool Diocesan Schools Trust. 26 and 27 April 2022

p.5

6

 The inspector scrutinised a range of documentation, including that relating to safeguarding. She spoke to staff about safeguarding and their workload and well-being.  The inspector observed pupils’ behaviour as they moved around school, in class and in the outdoor play area.  The lead inspector considered the responses to Ofsted Parent View and to Ofsted’s online questionnaires for staff and pupils.  The inspector conducted deep dives into early reading, mathematics and history. For each deep dive, she discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke with some pupils about their learning and looked at examples of pupils’ work. The inspector listened to pupils read with a familiar adult. She also spoke with curriculum leaders in a small number of other subjects.

p.6

Inspection team

Sheila Iwaskow, lead inspector Her Majesty’s Inspector 26 and 27 April 2022

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7