Our Lady's Bishop Eton Catholic Primary School

Inspection of Our Lady’s Bishop Eton Catholic Primary School Green Lane, Mossley Hill, Liverpool, Merseyside L18 2EP

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Overall effectiveness Good

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

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 11 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 10 and 11 July 2024

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What is it like to attend this school?

Pupils are happy to attend this school. The school’s values of respect, responsibility and resilience underpin the work that goes on here each day. Pupils benefit from the kind and caring relationships that they have with staff and each other.

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What is it like to attend this school?

Pupils behave very well. They are fully aware of the rewards for, and consequences of, the choices that they make. Children in the Reception Year quickly absorb the routines and rules that help them to learn well in school. There is a calm and orderly atmosphere in and around the place, both in lessons and at playtimes.

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What is it like to attend this school?

The school is ambitious for pupils, including those with special educational needs and/or disabilities (SEND). Pupils are keen to learn and they make the most of the learning opportunities afforded to them. Typically, pupils achieve well.

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What is it like to attend this school?

The school facilitates clubs and activities to help develop pupils’ talents and interests. For example, pupils can participate in drama, judo and sports clubs. They enjoy the educational visits linked to their studies that bring learning to life. For example, older pupils particularly enjoyed the residential trip that supported them to develop their teamwork skills. Pupils are well prepared for the next stage in their educational journey.

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better?

The school has created an ambitious curriculum. Pupils learn curriculum subject content well, especially in reading and mathematics. In 2023, pupils’ attainment and progress in these subjects were among the highest nationally. Pupils do not learn as well in other subjects. The school has recognised this and, as such, it continues to refine other subject curriculums to ensure that pupils achieve highly.

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better?

The school has identified the important information that pupils will learn. It has carefully mapped out the key knowledge for most year groups in each subject. Teachers deliver subject content through well-thought-out lessons. These lessons build on pupils’ prior understanding, so that the majority of pupils develop secure knowledge over time. However, in some areas of learning in the early years, the school has not thought carefully enough about the small steps of knowledge and key vocabulary that children should learn. This hampers teachers’ efforts to ensure that children learn everything that they need to know.

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better?

The school has given reading a high priority. Experiences such as online author meetings and a range of high-quality reading texts motivate pupils to read widely and often. Pupils spoke enthusiastically about the novels that they had read, including a series of Japanese graphic novels that are read from back to front.

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better?

All staff have been trained to deliver the phonics programme consistently well. In the Reception Year, children start to learn phonics straight away. They quickly gain the necessary knowledge to read books that match the sounds that they know. This 10 and 11 July 2024

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continues into Year 1 where, for the most part, the books that pupils read are matched to their phonics knowledge. However, on occasion, the books that a small number of pupils read do not align as well with the sounds that they have learned. This hinders these pupils in becoming confident and fluent readers as quickly as they should.

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The school identifies pupils with SEND in a timely manner. It ensures that staff receive effective training so that they can support those pupils with additional needs effectively. The school makes sure that pupils with SEND learn from the same curriculum as their peers. This is often done through careful adaptations to curriculum delivery, so that pupils can learn successfully. As a result, pupils with SEND achieve well.

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The school tracks pupils’ attendance rigorously. When pupils’ attendance falls below the accepted level, the school works with families to provide the right support to bring about improvement. Attendance rates are high. Pupils enjoy attending school and understand the value of high attendance. Lessons are rarely disrupted by pupils’ behaviour. Pupils are able to focus well on their learning.

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Wider opportunities, beyond the academic curriculum, help pupils to broaden their knowledge and be prepared for life in modern Britain. Pupils understand the importance of tolerance and respect for other cultures and faiths. They understand what makes a healthy relationship. Pupils learn how to debate challenging issues in balanced ways. They also know how to keep themselves physically and mentally well and how to keep themselves safe online.

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Governors use their considerable and varied experiences to contribute to the school’s ongoing development. They hold leaders to account effectively and make sure that the curriculum is of a high quality. Governors are committed to the school’s continued improvement.

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The school has carefully considered the impact on staff’s workload in the decisions that it makes. For example, the introduction of schemes of work for subjects has reduced the need for staff to source lesson materials. This has had a positive impact on the workload and well-being of staff. Staff enjoy working at the school. The vast majority of parents and carers hold the school in high regard.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 From time to time, a small number of pupils at the early stages of learning to read are not provided with books that are closely matched to the sounds that they know. This means that some pupils do not learn to read fluently and 10 and 11 July 2024

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accurately as swiftly as they could. The school should ensure that these pupils practise their reading using books that are well matched to their phonics knowledge.  In some areas of learning in the early years, the school has not thought carefully enough about the small steps of knowledge and key vocabulary that children should learn. This prevents some children from acquiring the knowledge and vocabulary that they need to build secure foundations for future learning. The school should determine the small steps of knowledge and vocabulary that children should learn and the order in which this should be taught.

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 July 2024

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School details

Appropriate authority The governing body

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School details

Headteacher Paul Loughran (Interim Executive Headteacher) Website www.ourladysbishopeton.com

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School details

Dates of previous inspection 8 and 9 May 2013, under section 5 of the Education Act 2005

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Information about this school

 A new interim executive headteacher was appointed in January 2024.  The school is part of the Archdiocese of Liverpool. Its most recent section 48 inspection took place in November 2018. The school’s next section 48 inspection will take place before the end of 2026.  The school does not make use of any alternative provision for pupils.  The school runs breakfast- and after-school provision for pupils.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 10 and 11 July 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken this into account in their evaluation of the school.  Inspectors held meetings with the headteacher and other members of staff. The lead inspector spoke with members of the governing body. She also spoke with representatives of the local authority and the archdiocese.  Inspectors carried out deep dives in these subjects: early reading and English, mathematics, history and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, considered samples of pupils’ work and spoke to some pupils about their learning. The lead inspector listened to pupils reading to a familiar adult. Inspectors also viewed curriculum documents and samples of pupils’ work in

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other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour at various times in the school day. This included during lessons as well as at playtime, lunchtime and at before and after- school provision.  Inspectors considered the views expressed by parents and carers in their responses to Ofsted Parent View, including the free-text comments. Inspectors spoke with parents as they brought their children to school at the start of the school day.  Inspectors also took account of the responses to Ofsted’s online questionnaires for staff and pupils.

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Inspection team

Pat Speed, lead inspector His Majesty’s Inspector

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Inspection team

Olivia Barnes Ofsted Inspector 10 and 11 July 2024

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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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