Schools & FE · Report card

Smithdown Primary School

Inspected 27 Jan 2026 · URN 131597

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Summary

No overall grade in this frameworkSafeguarding met

Dianne Holcroft (lead), Dawn Davies, Philip Barlow, Sharon Cowey

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
27 Jan 2026
Inspectors verified
Dawn Davies, Dianne Holcroft, Philip Barlow, Sharon Cowey
Postcode verified
L7 6LJ
Name on report verified
Smithdown Primary School
Safeguarding verified
Met
URN verified
131597

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+78Very positivemore positive than 61% of reports of this type

In line with other reports of this type.

Praisehighly effectiveambitiousfeel safeeffectivesecure knowledgeclearrespectfulconsistently

Criticismconcernsnot consistentlypersistent absencenot consistentnot secure

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1292w+77
Leadership234w+86
Safeguarding51w−11
What needs to improve64w+50

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance31
“Leaders, including those responsible for governance, set high expectations for all pupils and are ambitious for their success in school and beyond.” p.3
Curriculum15
“Leaders have designed a highly effective curriculum that enables all children to build securely from their starting points.” p.2
Teaching & assessment11
“Teachers make highly effective adjustments in lessons to support pupils' understanding and participation.” p.2
SEND & inclusion10
“Persistent absence remains higher for some pupils with SEND.” p.2
Behaviour7
“Pupils behave well, treat each other with respect and show positive attitudes to learning.” p.2
Progress & outcomes7
“Governors check that leaders' actions are improving outcomes for pupils.” p.3
Reading & phonics6
“Skilled staff embed early reading, writing and mathematics in daily routines.” p.2
Communication & language6
“Staff consistently use high ‑ quality interactions to develop children's communication and language.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,639; about usual (typical 1698)
Reading level: Hard; Flesch 44, typical 43
Average sentence: 15 words
Next steps: 2; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 45%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 43%

Full report text

Smithdown Primary School

Address: Chatsworth Drive, Liverpool, Merseyside, L7 6LJ Unique reference number (URN): 131597

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Strong standard

Attendance is a clear priority for leaders. They check attendance closely and act early when concerns arise. Leaders work with families and external agencies to remove barriers to attendance, including for pupils with special educational needs and/or disabilities (SEND). This support helps pupils attend more regularly and reduces the learning they miss. Persistent absence remains higher for some pupils with SEND. Leaders tackle this decisively and are improving attendance notably across the school.

p.2

Attendance and behaviour Strong standard

Leaders have created a calm, orderly and respectful culture with clear expectations that staff apply consistently. Pupils behave well, treat each other with respect and show positive attitudes to learning. They welcome new pupils and help them settle, including those who join the school from other countries. Pupils show consideration for others and respect different cultures and beliefs. Lessons are purposeful and learning is rarely disrupted. Pupils trust adults, who know them well, to help with any worries. Incidents of bullying or discrimination are rare and dealt with quickly and effectively. This helps pupils feel safe, confident and supported at school.

p.2

Early years Strong standard

Children settle quickly and are well cared for. Staff take the time to understand children's interests and use these to engage them in learning. Leaders have designed a highly effective curriculum that enables all children to build securely from their starting points. Leaders and staff work closely with parents and carers so that children's learning and wellbeing are supported well from the outset.

p.2

Early years Strong standard

Staff consistently use high ‑ quality interactions to develop children's communication and language. They know children well and adapt their approach to meet individual needs. Children take part in a wide range of play ‑ based activities that support learning across all areas. Clear routines and consistent expectations help children develop independence.

p.2

Early years Strong standard

Skilled staff embed early reading, writing and mathematics in daily routines. Children enjoy listening to and retelling stories and rhymes. Staff ensure that children begin to develop the phonics knowledge they need to read and spell words. This prepares children well for the move into Year 1.

p.2

Early years Strong standard

Staff identify additional needs swiftly and adapt provision seamlessly so all children access learning fully. This includes children who are disadvantaged and those with special educational needs and/or disabilities. Leaders work with parents, carers and external professionals to ensure that support is timely and well matched to children’s needs.

p.2

Inclusion Strong standard

Leaders are ambitious for all pupils. They make sure every pupil, whatever their background or need, can take part fully in school life, make progress and feel valued. They ensure teaching responds to pupils' needs so that everyone can access the same curriculum without lowering expectations. Teachers make highly effective adjustments in lessons to support pupils' understanding and participation. As a result, pupils stay engaged in learning and grow in independence.

p.2

Inclusion Strong standard

Leaders identify pupils' needs early. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils who speak English as an additional language. Early identification of any barriers to learning allows pupils to receive timely support that matches their needs. Leaders also provide targeted support to help pupils manage their emotions. This helps pupils feel safe, secure and ready to learn.

p.3

Inclusion Strong standard

Leaders provide effective training to build staff expertise. This equips staff to support pupils effectively in lessons and beyond. Leaders check how well support is working and adapt it when pupils' needs change. This ensures that pupils who need extra help receive consistent, highly effective support. Leaders oversee the use of additional funding so that disadvantaged pupils benefit from targeted help and achieve well. Leaders also check the impact of registered alternative provision carefully to ensure it meets pupils' needs.

p.3

Leadership and governance Strong standard

Leaders, including those responsible for governance, set high expectations for all pupils and are ambitious for their success in school and beyond. They place pupils' needs at the centre of decision ‑ making, particularly for disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and pupils who speak English as an additional language. Leaders have a clear sense of purpose and work persistently to strengthen the school's work.

p.3

Leadership and governance Strong standard

Staff speak positively about working at Smithdown. They value the support they receive and the opportunities to develop their practice. Leaders provide a well ‑ planned programme of professional development that supports staff at different stages of their careers. Staff benefit from opportunities to share expertise and learn from one another, which contributes to a strong team ethos. Leaders take account of staff workload and wellbeing when making decisions, helping staff feel valued and supported.

p.3

Leadership and governance Strong standard

Those responsible for governance know the school very well. They use their understanding to provide effective challenge and support to leaders. Governors check that leaders' actions are improving outcomes for pupils. They draw on a range of expertise to oversee key aspects of the school's work and fulfil their statutory duties, including ensuring that safeguarding arrangements and SEND provision are effective.

p.3

Leadership and governance Strong standard

Parents and carers are positive about the school. Many value the care, guidance and education their children receive and recognise the difference this makes to pupils' learning and development.

p.3

Personal development and wellbeing Strong standard

Leaders plan pupils' personal development carefully through a well ‑ sequenced curriculum and a wide range of enrichment experiences. Pupils learn about safety, equality and diversity through age ‑ appropriate teaching, including relationships and sex education. Leaders deliver this sensitively, taking account of pupils' backgrounds and working

p.3

Expected standard

respectfully with families. This supports pupils' moral development and helps them make informed choices to keep themselves safe in school and beyond.

p.4

Expected standard

Pupils develop a deep understanding of different cultures, faiths and traditions. They talk confidently about similarities and differences and show respect for beliefs that differ from their own. Pupils, including those who speak English as an additional language, take part fully in school life and learn from one another. Cultural and religious celebrations are shared across the school community, with families contributing traditions, stories and food. Pupils also develop their interests and talents through clubs, such as sport, dance and music. This strengthens pupils' social and cultural development and helps them grow into respectful and inclusive members of society.

p.4

Expected standard

Leaders provide highly effective pastoral and emotional support that helps pupils manage their emotions and wellbeing. Pupils know that adults understand them and respond to their needs. They learn how to regulate their emotions and reflect on their experiences. Pupils describe how calm spaces and trusted adults help them when they feel overwhelmed. This enables pupils to engage positively with learning and with school life.

p.4

Expected standard

Pupils play an active role in school life and understand that their views matter. They take on responsibility through roles such as the pupil council, where they put themselves forward, vote and share ideas to improve the school. Pupils speak confidently about fairness and making decisions together. This develops their character, confidence and sense of responsibility and prepares them well for life in modern Britain.

p.4

Achievement Expected standard

Many pupils build secure knowledge and strengthen their skills across the curriculum. This is particularly evident in pupils' work in reading and mathematics.

p.4

Achievement Expected standard

Leaders make sure pupils with special educational needs and/or disabilities (SEND), pupils who speak English as an additional language and disadvantaged pupils receive targeted support. This helps to reduce the impact of barriers to pupils' learning so that pupils achieve well in relation to their starting points. Typically, pupils with SEND and disadvantaged pupils are well prepared for the next stage of their education.

p.4

Achievement Expected standard

Pupils have not consistently reached the standards expected in national tests at the end of key stage 2. On the whole, current pupils are progressing well through the curriculum. However, this is not reflected in published outcomes.

p.4

Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum that reflects the school's diverse community. They sequence the curriculum coherently so that pupils learn important ideas in a clear and logical order. Pupils benefit from experiences such as visiting art galleries and places of worship. These experiences help them understand learning across subjects and see how ideas connect.

p.4

Curriculum and teaching Expected standard

In lessons, teachers provide suitable support for pupils with special educational needs and/or disabilities. Across subjects, pupils use subject-specific vocabulary to explain their thinking and develop ideas. In many classes, pupils keep up with learning and build secure knowledge. Reading has a high priority. Leaders make sure pupils who need extra help with reading, including pupils who speak English as an additional language, receive timely support and strengthen their skills. Writing is not as consistent across subjects, and sometimes pupils do not apply spelling, handwriting and sentence skills accurately in their work.

p.5

Curriculum and teaching Expected standard

Leaders evaluate teaching to identify priorities for staff development. This helps teachers strengthen their subject knowledge and usually teach the curriculum with confidence and clarity, particularly in art and mathematics. However, in a few subjects, teaching does not build well enough on what pupils have learned before. This limits how securely some pupils deepen their understanding over time.

p.5