Fazakerley Primary School

Inspection of Fazakerley Primary School Formosa Drive, Liverpool, Merseyside L10 7LD

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 13 and 14 May 2025

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What is it like to attend this school?

Pupils enjoy coming to school each morning. Staff and pupils greet one another warmly as the day starts at this friendly and welcoming school. Staff know pupils and their families very well. Pupils are very proud to attend this school.

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What is it like to attend this school?

The school expects pupils to achieve well, and they do. Pupils are keen to learn. In class, pupils listen carefully to their teachers and collaborate with their peers. By the time that they leave Year 6, they are ready for their secondary education.

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What is it like to attend this school?

The school sets high expectations for pupils’ behaviour. Pupils’ conduct is exemplary. Around school, they open doors for visitors and eagerly accept tokens for walking smartly. Staff and pupils demonstrate a deep mutual respect for each other. Kindness is woven into every aspect of school life. Older pupils serve as excellent role models for younger pupils. For example, prefects, who wear their badges with pride.

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What is it like to attend this school?

Pupils benefit from exceptional opportunities to develop as well-rounded youngsters. They love to join clubs that allow them to develop existing skills and talents, such as football and dance. In addition, pupils challenge themselves to try new things. After-school activities such as British Sign Language, chess, boccia and gardening are popular choices.

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

The school offers a well-thought out and ambitious curriculum. This typically provides staff with the information they need to teach well. This is evident in the Reception Year where carefully chosen resources help children to master doubling in mathematics. Meaningful connections are made between subjects. For example, pupils in the Year 3 classes understand fair trade and how it affects people around the world. In the main, the curriculum and regular training enable staff to design teaching activities that deepen pupils' knowledge. The school regularly checks how well pupils learn. Educational visits, including trips to museums, galleries, places of worship and the theatre, further enrich learning.

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

Early reading is a key priority. Well-trained staff teach phonics from the Reception Year, helping children to learn the sounds and letters that they need to read and write. In the Nursery class, children engage with familiar songs and rhymes, while across early years, children enjoy regular story-time. The school swiftly identifies pupils who need additional support with the phonics programme. These pupils receive the help that they need to catch up. As pupils move up into key stage 2, they become fluent and accurate readers.

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

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND). Most of the time, staff adapt activities to ensure that pupils with SEND can access the same curriculum as their peers. However, some early-stage readers, including some pupils with SEND, struggle with some aspects of the English curriculum. This is because English activities are not matched closely enough to pupils' phonics knowledge. This makes it hard for some pupils to read certain texts or practise writing. 13 and 14 May 2025

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The school places significant emphasis on its wider curriculum. It is meticulously designed to meet pupils' needs. The provision for personal, social, health and economic education is particularly strong, promoting physical and mental health awareness, and helping pupils appreciate differences in families, cultures, and religions. Pupils can talk about these aspects in a mature, thoughtful way. The school equips pupils with the skills that they need to stay safe and to know what to do in an emergency. Pupils value the contribution that they make to their community. For example, the pupil leadership team visit a local centre to serve afternoon tea. Fazakerley pupils are generous in spirit and action. They collect hats and scarves for the homeless as well as tins and packets of food for a local food bank.

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Pupils behave exceptionally well, supported by clear routines taught from the early years, such as using ‘silent signals’ during discussions. Staff apply the behaviour policy consistently well, ensuring calm breaktimes. When expectations are not met, pupils are helped to make the right choices.

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The school has a relentless drive to ensure that pupils attend regularly. Attendance has improved over recent years because of the range of strategies that the school has put in place. It continues to support the small number of families where pupils’ attendance is not regular enough.

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Governors know the school well. They share the high aspirations that staff have for pupils. Governors utilise their range of skills to support and challenge the school. They are mindful of staff’s workload and well-being. Staff feel valued as a result.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some pupils, including some with SEND, at the early stages of reading, are not supported well to access aspects of the English curriculum. This means that these pupils do not learn as well as they could. The school should ensure that English activities are better matched to pupils’ needs so that they can access the English curriculum successfully.

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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. 13 and 14 May 2025

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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). 13 and 14 May 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 10 and 11 March 2020, under section 8 of the Education Act 2005

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Information about this school

 The school has a breakfast club and an after-school provision.  The school uses one alternative provision for a small number of pupils.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 13 and 14 May 2025

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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 that into account in their evaluation of the school.  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 carried out deep dives in these subjects: early reading, mathematics, science, art and design and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed with pupils their learning in some other subjects.

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 An inspector observed pupils from Year 1 to Year 3 read to a familiar adult.  The inspectors met with the headteacher and other leaders. An inspector also met with members of the local governing body, including the chair of governors.  An inspector met with a representative of the local authority.  The inspectors observed pupils’ behaviour during lessons and breaktimes. They also spoke with pupils about their views of school life.  The inspectors considered the views of parents. They reviewed the responses to Ofsted Parent View, including the free-text comments.  The inspectors considered the views of staff and pupils who responded to Ofsted’s online surveys.

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Inspection team

Frith Murphy, lead inspector His Majesty's Inspector

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Inspection team

Nicky Parkinson Ofsted Inspector 13 and 14 May 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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