Our Lady of Compassion Catholic Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Our Lady of Compassion Catholic Primary School Bull Cop, Formby, Liverpool, Merseyside L37 8BZ

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Outcome

Our Lady of Compassion Catholic Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils thrive in this warm, happy and nurturing school, where they feel safe and cared for. They rise to the school’s high expectations of their behaviour. From the early years, children learn to listen to staff and each other, follow instructions and take turns. Pupils often put themselves in the shoes of those who they consider less fortunate than themselves.

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What is it like to attend this school?

The school has high ambitions for pupils’ achievement. Pupils know that staff expect them to do their best and persevere, especially when work is challenging. They work to the best of their ability and achieve well.

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What is it like to attend this school?

Pupils relish the many opportunities that the school gives them to show leadership and responsibility, including being ‘food heroes’ and reading ambassadors. They understand their role as responsible citizens who care for the environment. They try to make a difference by writing to local and national politicians about issues close to their hearts. They work hard to collect money for many charities, including for children in the local area. They respect those who are different from themselves, including in race and religion.

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What is it like to attend this school?

Pupils take full advantage of the vast array of opportunities in school to develop their talents and interests, such as in art, music and sport. They are proud of their musical performances at prestigious venues. 4 and 5 March 2025

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

The school’s curriculum is ambitious and well devised. It flows from the early years to the end of Year 6, so that pupils are well prepared for each stage of their education. Teachers know what to teach and in which order. The curriculum is enhanced by the effective use of the rich heritage of the local area.

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

The school has revised the curriculums beyond English and mathematics and improved their quality. These curriculums identify essential subject-specific vocabulary. Pupils use of this vocabulary enhances their work. In most subjects, the curriculum makes links with prior learning, within and across subjects. This ensures that pupils build on and deepen their knowledge. However, in a small number of subjects, the school has not fully implemented this improvement. In these subjects, sometimes the curriculum does not enable pupils to remember their learning well enough over time. Consequently, at times, they cannot make connections with past learning to achieve a richer understanding.

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

The school quickly and accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). These pupils have all the help that they need to enjoy learning successfully alongside their peers.

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

Teachers have strong knowledge of the subjects that they teach. They use this well to choose activities which match pupils’ learning needs. The school regularly checks pupils’ knowledge and understanding. Teachers make good use of this information to shape future teaching, building on strengths and addressing gaps in learning.

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

The school prioritises reading. From the start of the early years, staff immerse children in a language-rich environment in which they enjoy sharing stories, singing songs and learning rhymes. Pupils adore choosing books and spending time reading in the inspiring Harry Potter library. They thoroughly enjoy reading widely for pleasure.

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

Staff teach the phonics programme effectively. Pupils read books that closely match the sounds that they have learned. The school successfully helps those pupils who find reading difficult. Pupils learn to read with accuracy and fluency.

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

The school’s provision for pupils’ personal development is exceptional. Before children join the school in the early years, staff find out about their interests. They use this information to build on their enthusiasms from the moment they start school. The school provides a vast range of enrichment activities. For example, all pupils learn to play several musical instruments. They participate in a wide variety of sports, including scootering and fencing. Extensive outdoor learning in all weathers builds resilience and gives pupils an appreciation of nature. The school makes sure that all pupils, whatever their needs, can participate fully in everything that it offers.

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

A strong culture of mutual respect permeates all aspects of the school. In lessons and at social times, pupils’ behaviour is impeccable. Taking their lead from the adults in the school, pupils are unfailingly considerate and courteous. Skilled staff make sure that those 4 and 5 March 2025

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who may struggle to concentrate and manage their own behaviour can learn calmly and purposefully alongside their peers.

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The experienced governing body knows the school well. Governors use this information to contribute strongly to the school’s development.

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Without exception, staff enjoy working at the school and are proud to do so. They know that their hard work is valued. They appreciate the school’s consideration for their workload and well-being. The school fosters very positive relationships with parents and carers and makes sure that they are valued partners in their children’s education.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, the curriculum does not identify links with prior learning sufficiently well. As a result, pupils sometimes struggle to remember what they have learned and find it difficult to make connections between current and prior learning. The school should implement recent successful revisions to the curriculum across a wider range of subjects. They should ensure that learning enables pupils to deepen their knowledge and understanding by making links in and between subjects.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately. 4 and 5 March 2025

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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.

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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.

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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). 4 and 5 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 5 and 6 November 2019, under section 5 of the Education Act 2005

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Information about this school

 The school does not use alternative provision for any pupils.  This is a voluntary-aided school in the Archdiocese of Liverpool. The last section 48 inspection was in September 2019. The next is expected during the academic year 2025/26.

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Information about this inspection

 Inspections are a point-in-time evaluation of the quality of a school’s education provision.  This was the school’s first routine inspection since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and took that into account in her evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspector: 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 of safeguarding that puts pupils’ interests first. 4 and 5 March 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector had discussions with the headteacher and other members of the leadership team.  The inspector had a discussion with governors, including the chair of governors.  The inspector held discussions with a representative of the local authority and a representative of the Archdiocese of Liverpool.  The inspector had a discussion with the special educational needs coordinator to help evaluate provision and practice for pupils with SEND.  The inspector had discussions with groups of pupils about their experience of school. She observed pupils’ behaviour in lessons and at social times.  The inspector considered responses to Ofsted Parent View and Ofsted’s online staff and pupil surveys. She spoke to a cross-section of staff about their experience of working in the school, including their workload and well-being.

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Inspection team

Liz Kelly, lead inspector Ofsted Inspector 4 and 5 March 2025

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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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