Liberty Primary

Inspection of Liberty Primary Western Road, Mitcham, Surrey CR4 3EB

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Outstanding Previous inspection grade Good 20 and 21 June 2023

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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.

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What is it like to attend this school?

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 quickly.

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What is it like to attend this school?

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.

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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.

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better?

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.

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better?

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.

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better?

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 20 and 21 June 2023

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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.

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Safeguarding

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.

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Safeguarding

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. 20 and 21 June 2023

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(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.

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How can I feed back my views?

or to 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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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. 20 and 21 June 2023

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School details

Appropriate authority The governing body

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School details

Chair of governing body Stella Croissant

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School details

Date of previous inspection 20 and 21 June 2018, under section 5 of the Education Act 2005

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Information about this school

 There is a breakfast and after-school club managed by the school.  The school does not currently use any alternative provisions.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspection team completed deep dives in these subjects: early reading, mathematics, science, computing and physical education. To do this, they met with subject leaders, visited lessons, had discussions with staff and pupils and looked at samples of pupils’ work.  Inspectors also considered the curriculum and pupils’ work in other subjects.  Inspectors scrutinised a range of documents, including leaders’ evaluation of the 20 and 21 June 2023

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school and their priorities for improvement.  Inspectors met with senior leaders, a selection of subject leaders, teachers and the safeguarding and attendance officers.  Inspectors met with those responsible for governance, including the chair of the governing body. Inspectors also spoke with a representative from the local authority.  The inspection team reviewed the arrangements for safeguarding by reviewing records and through discussions with leaders, staff and pupils.  The views of pupils, parents and staff were considered through discussions and looking at information collected from Ofsted’s online surveys.

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Inspection team

Una Buckley, lead inspector His Majesty’s Inspector

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Inspection team

Jonathan Roddick Ofsted Inspector 20 and 21 June 2023

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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.

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