Poulton Lancelyn Primary School

Poulton Lancelyn Primary School

Address: Venables Drive, Bebington, Wirral, Merseyside, CH63 9LY Unique reference number (URN): 143503

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Strong standard

From the early years onwards, leaders ensure that all pupils, including those who face barriers to learning, secure the foundations of communication, reading, writing and number. As a result, pupils have reliable building blocks to support their new learning. They are always ready for the next stage of their education. Pupils make steady progress through the curriculum and achieve outcomes in formal tests that are mostly above national expectations.

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Achievement Strong standard

Work in pupils’ books shows that they remember and can use a great deal of information. The quality of pupils’ work is extremely high, reflecting the pride and care that they take in their learning. Pupils articulate their understanding of a wide range of topics with confidence, for example by explaining the work of a sculptor they had studied recently in their art lessons and linking this to how artists express their feelings.

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Attendance and behaviour Strong standard

Rates of attendance are consistently high. High-quality lessons and a range of incentives help to promote regular attendance and create an environment where pupils do not want to miss school. Leaders have well-established procedures for addressing any absence. When any pupils’ attendance dips, staff keep a close eye on it. Staff forge positive relationships with families. Together, they implement support to reduce barriers and get pupils back on track.

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Attendance and behaviour Strong standard

Pupils’ behaviour is excellent across the school. Pupils are friendly and courteous. Leaders have established a consistent approach to behaviour that is well embedded. Pupils know what is expected of them and respond accordingly. In lessons, their attitudes to learning are superb. Pupils are attentive and focused. High expectations and consistent routines are usual in classrooms.

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Attendance and behaviour Strong standard

Staff form positive relationships with pupils. Pupils who struggle to manage their emotions are supported successfully. Over time, through structured routines, sensory strategies and positive reinforcement, pupils learn to control their emotions independently.

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Attendance and behaviour Strong standard

Behaviour on the playground is also impressive. When occasional incidents of poor behaviour occur, they are dealt with promptly by adults. Pupils spoke positively about sports events, reflecting on high expectations of behaviour in the school community beyond the classroom.

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Early years Strong standard

Children get off to a flying start at Poulton Lancelyn. Leaders have designed and implemented an ambitious and well-ordered curriculum from the 2-year-old provision to the end of the Reception Year. Language development is carefully considered through the rich vocabulary that the curriculum sets out. A strong focus on relationships ensures that pupils settle well and feel emotionally safe and ready to learn. Reading is a high priority. Younger children enjoy listening to stories and rhymes. Their love of reading is already evident in the way they recount their favourite stories, such as ‘Winnie the Witch’ and the ‘Three Billy Goats Gruff’. They are ready to learn to read by the time staff begin to deliver daily phonics lessons. Writing and number opportunities are purposefully embedded within day-to-day learning so that children can practise what they have learned. Staff use every opportunity to engage children in high-quality interactions and promote their

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Early years Strong standard

Staff form positive relationships with parents and carers. They encourage parents to be involved in their children's learning. Children are familiar with routines and they learn confidently, becoming more independent year on year. By the time they finish the Reception Year, they are extremely well prepared for Year 1.

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Inclusion Strong standard

Leaders demonstrate unwavering commitment to making sure that every pupil is fully engaged in all aspects of school life. This includes pupils who have special educational needs and/or disabilities (SEND) and those who face other barriers to learning.

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Inclusion Strong standard

Leaders and staff have a deep understanding of pupils’ needs. Staff receive relevant, high- quality training and ongoing support to meet the needs of the pupils they work with. Leaders and staff identify pupils’ needs swiftly and accurately, using a well-embedded, tiered approach. Support is timely and closely matches pupils’ needs, with parents and carers fully involved throughout the process. Where appropriate, high-quality learning plans are in place. These clearly demonstrate how staff reduce barriers to learning and measure individuals’ progress effectively.

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Inclusion Strong standard

Changes to teaching, the curriculum and the learning environment are informed by specialist advice where appropriate. Staff use strategies such as sensory breaks and scaffolded writing to help reduce barriers and encourage pupils to succeed. Leaders work with staff to ensure that pupils with SEND are given work that challenges them sufficiently and maximises their learning.

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Inclusion Strong standard

Leaders' strategy to support disadvantaged pupils clearly sets out how additional funding is used to enrich their experiences and improve their learning. Rigorous tracking is in place to ensure that this has the intended impact.

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Leadership and governance Strong standard

Leaders exemplify high standards and professionalism. This helps to build an inclusive culture where staff are committed to providing the best teaching for all pupils. Leaders have an accurate oversight of the school’s strengths. This enables them to make sound decisions about which areas need to improve further.

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Leadership and governance Strong standard

Trust leaders ensure regular and robust assessment of the school's performance. The local governing board draws on detailed information, which helps them to allocate resources. They ensure that the school provides what pupils need, particularly those who are disadvantaged and those who face other barriers to their learning. Governors help to build purposeful relationships with parents and carers, along with other members of the school community. Parents have extremely positive views about the school. For example, they reflect that staff are always friendly and approachable.

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Leadership and governance Strong standard

Leaders have ensured that all staff, including those at the beginning of their careers, benefit from high ‑ quality professional learning. Leaders collaborate with other schools and professionals in a culture of mutual support and challenge, both within the trust and beyond.

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Leadership and governance Strong standard

Leaders are committed to staff wellbeing and workload. Staff speak positively about systems that help them to manage their workload effectively, including dedicated subject leader time and a revised marking and feedback policy. Staff also value the wellbeing package available through the trust. Staff say they feel supported, listened to and professionally respected, enabling them to focus their time and energy on high ‑ quality teaching.

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Personal development and wellbeing Strong standard

The school provides an extremely varied and coherent personal development and wellbeing offer. From the start of the early years, staff focus on pupils’ personal, social and emotional development. This builds as pupils grow older. Pupils learn how to keep themselves physically and mentally healthy and how to stay safe in the community and online. For example, older pupils understand scams, 'phishing' and their digital footprint. Pupils confidently discuss the fundamental British values and the differences between people that the law protects. Even the youngest children relate these values to their day-to-day lives, for example in the nursery year, where children vote daily for their favourite story.

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Personal development and wellbeing Strong standard

Leadership roles for pupils are a significant strength. Pupils delight in their responsibilities as peer mediators, house captains, prefects and wellbeing ambassadors. They describe the positive impact of these roles, such as supporting younger children at playtimes. Pupils lead meaningful initiatives, such as fundraising for a buddy bench, promoting travel safety and organising charitable events. These activities promote pupils’ cooperative skills and help prepare them for life in modern Britain.

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Personal development and wellbeing Strong standard

Regular careers events encourage pupils to have high aspirations and ambitions for themselves. Pupils are taught about personal finance and given opportunities to budget, spend and market a product or service.

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Personal development and wellbeing Strong standard

Pupils benefit from a vast range of clubs, trips and visits to nurture their talents and interests. For example, they attend debate club, sing in the choir and practise gymnastics. Pupils regularly represent their school in sports competitions and other events. Leaders take deliberate steps to ensure all pupils, including those who are disadvantaged or face other barriers, take part on an equal footing.

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Personal development and wellbeing Strong standard

The school provides effective pastoral support to pupils and their families, including therapeutic sessions and emotional support should this be needed.

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Curriculum and teaching Expected standard

Leaders ensure that an ambitious, broad and balanced curriculum is embedded across the school. It clearly identifies the key knowledge and skills that pupils should learn at each stage. There is a sharp focus on communication, language, reading and vocabulary. Leaders’ accurate oversight of the curriculum enables them to make well-informed decisions when improvements are needed. Teaching across the school consistently matches the content that leaders intend.

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Curriculum and teaching Expected standard

Teachers use clear routines, modelling and repetition to support pupils’ understanding. Lesson structures are consistent. They include activities that help staff to check pupils’ understanding. However, on occasion, some of the tasks set by staff do not provide sufficient challenge for pupils. As a result, a minority of pupils do not make the progress that they are capable of.

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Curriculum and teaching Expected standard

Changes to the classroom and how the curriculum is taught enable pupils with special educational needs and/or disabilities, and those with other barriers to learning, to succeed. For example, pupils who struggle with reading receive effective phonics support to help them catch up quickly.

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Curriculum and teaching Expected standard

Leaders ensure that staff receive appropriate, high-quality training. This ensures that staff develop the subject knowledge and skills they need to deliver the curriculum confidently across all ages and subjects.

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What it's like to be a pupil at this school

Pupils at Poulton Lancelyn are aspirational. From the 2-year-old provision to Year 6, they arrive at school each day with an eagerness and enthusiasm to learn. Pupils, including those who face barriers to their learning, consistently live up to, or exceed, the high expectations that leaders set for what they should achieve.

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What it's like to be a pupil at this school

A warm and friendly atmosphere permeates this school. Pupils are nurtured and cared for by staff who they trust. This helps them to feel safe and settled. Pupils speak positively about their strong friendships with each other and about having adults in school who are always kind and supportive.

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What it's like to be a pupil at this school

Pupils are proud to show off their school to visitors. They express their academic accomplishments and personal achievements with impressive depth and clarity. Pupils achieve well across the curriculum and are prepared fully for the next stage of their education. Pupils with special educational needs and/or disabilities and those who face other disadvantages are supported well by skilled staff who are committed to help them break down barriers to learning. This enables pupils to make progress from their starting points. In lessons, pupils engage wholeheartedly with their learning, underpinning a purposeful atmosphere throughout the school. Outside the classroom, they conduct themselves extremely well. They rightly trust adults to support them and address any rare poor behaviour or bullying concerns that may arise.

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What it's like to be a pupil at this school

Leaders place personal development and wellbeing on an equally high footing with academic achievement. Pupils benefit from carefully planned trips and visits that bring their curriculum to life. For example, they visit local rivers, museums and theatres. Older pupils talk excitedly about outdoor pursuits on their residential stays, whilst children in the early years enjoy plate painting workshops as part of their Chinese New Year celebration. These experiences broaden pupils' horizons and contribute positively to their social and communication skills.

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Next steps

• Leaders should support staff to further refine their design and selection of learning activities so that teaching is sharply aligned with pupils’ needs, especially pupils with special educational needs and/or disabilities.

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About this inspection

This school is part of the Oak Trees multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tony Lacey, and overseen by a board of trustees, chaired by Jane Owens.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, the CEO, other senior leaders and staff. They also met with members of the governing board and the trust board, including the chairs of both bodies.

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About this inspection

Inspectors observed pupils’ behaviour during lessons and breaktimes. They also spoke with pupils about their experiences of school. Inspectors considered the responses to Ofsted Parent View, including the free-text comments.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school operates a provision for 2-year-old children.

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About this inspection

The school appointed a new headteacher in September 2023.

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About this inspection

The school does not currently use alternative provision.

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Team inspectors:

Louise Finlay, Ofsted Inspector Tony McCoy, Ofsted Inspector Matthew King, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. Headteacher : Andrew Milne National average: 300

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 64% 59% Close to average

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average

2023/24 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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