Ainsdale St John's Church of England Primary School

School

Address: Sandbrook Road, Ainsdale, Southport, Merseyside, PR8 3JE Unique reference number (URN): 150557

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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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Attendance and behaviour Strong standard

Leaders make sure that the whole school community understands the importance of regular attendance. The vast majority of pupils attend well. Leaders take swift action to support families where there may be any cause for concern. These actions result in rapid improvement in how frequently pupils attend school. The range of support that the school offers is broad but precisely focused on any barriers to regular attendance that pupils may have. While leaders are sensitive to family circumstances, they persist with their high expectations around regular attendance for all pupils.

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Attendance and behaviour Strong standard

Pupils show highly respectful attitudes to others. Bullying is rare. Pupils consistently think about the impact of their actions on others. They wholeheartedly consider the school to be friendly and welcoming. Pupils go out of their way to support and look after others, without adult direction. They have excellent attitudes to learning. Pupils try their best to live up to the high expectations that leaders have of them. On the rare occasions where pupils struggle with this, staff take clear and well-informed steps to support pupils based on how well they know them as individuals.

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Inclusion Strong standard

Staff know pupils very well as individuals. This means that the needs of disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are identified quickly. Each pupil receives the support that they need to overcome any barriers to learning they may have. This includes where pupil premium funding is used to enhance the academic and pastoral support that pupils receive. The bespoke support for each pupil is carefully considered and monitored. Leaders quickly amend the support that pupils receive if it does not have the intended positive impact on their learning or development. Staff receive the training that they need to recognise when pupils do not make enough progress through the curriculum. There is a particular focus on ensuring that pupils develop their basic skills in reading, writing and mathematics. This helps pupils learn successfully in other curriculum areas.

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Inclusion Strong standard

Teachers skilfully use the detailed information they have about each pupil to adapt their teaching to meet pupils’ needs. This enables pupils with SEND and those who are disadvantaged to learn successfully alongside their peers. Leaders carefully balance the focus on pupils’ academic development with their social and emotional development. This helps pupils to make excellent progress from their starting points.

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Leadership and governance Strong standard

School and trust leaders know this school in a minute level of detail. Every aspect of the leaders’ actions to improve the school is meticulously well thought out. In addition, pupils are at the heart of leaders’ decision-making at all levels. Leaders recognise that published outcomes have been poor. They have worked tirelessly to improve the offer for pupils, resulting in pupils across the school now achieving well. This is particularly the case for pupils with special educational needs and/or disabilities and those who are known to social

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Expected standard

care. Leaders are relentless in their determination to identify and reduce any barriers to learning or wellbeing that these pupils may have. This is having a significantly positive impact on the quality of provision for all pupils.

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Expected standard

Through the many recent changes, leaders have very carefully managed the impact on staff workload and wellbeing. Leaders empower staff to embrace the changes with confidence and staff have faith in leaders to support them if any problems arise. Staff benefit from an exceptionally well-crafted programme of professional learning. This enables them to share and embrace leaders’ vision for the continued development of the school, while growing them as experts in their areas of responsibility.

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Expected standard

Those responsible for governance make in-depth checks on every aspect of the school. They hold leaders to account effectively for pupils’ education and how they are kept safe. The trust leaves no stone unturned to ensure that pupil outcomes improve. Trust leaders seek necessary assurances that school leaders’ decisions have a rapid impact on pupils’ achievement and other aspects of the school’s development over time.

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Curriculum and teaching Expected standard

Pupils benefit from a broad and balanced curriculum. Since joining the trust, leaders have overhauled many curriculum subjects. Although some subjects in the wider curriculum are at the early stages of development, in most subjects pupils typically learn well. This is because pupils learn new content in an order that helps them to build on what they already know. In addition, staff make regular checks on pupils’ learning to check for understanding. They have secure subject knowledge which enables them to explain new learning clearly. This is because of the high-quality training they receive and regular helpful feedback from leaders. Consequently, teaching is effective.

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Curriculum and teaching Expected standard

From the early years staff focus on making sure that pupils have the reading, writing and mathematics knowledge and skills that they need to help them with further learning. The school’s keen focus on this means that pupils learn well as they move through the school. For example, pupils have many opportunities to practise writing across the curriculum with clear feedback that helps them to improve.

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Curriculum and teaching Expected standard

Pupils learn to read well. They develop into confident and fluent readers because they receive help when they need it. Pupils describe their joy when reading, and how books are a prized possession in the school community.

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Early years Expected standard

Leaders have made recent improvements to the early years curriculum. These changes mean that most children have a great start to their education. Children leave the early years well prepared for the curriculum in Year 1. The curriculum is carefully crafted to make sure that children gain the essential knowledge and skills that they need to build on for future learning. Phonics is taught well. Children have many opportunities to practise and secure

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Needs attention

new sounds. They transfer this into their early writing. Children write with increasing accuracy throughout their time in the early years.

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Needs attention

Staff in the early years receive the precise training that they need to understand how young children learn. Staff know when to directly support children’s learning by playing alongside them, and when to stand back and let children develop independence. This carefully measured approach supports children to build confidence and a ‘can-do’ attitude. Children in the early years feel safe and secure because staff respond to their emotional needs as well as their academic development.

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Needs attention

Staff share useful information about children’s learning with parents and carers. This helps parents to be active participants in their children’s early education.

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Personal development and wellbeing Expected standard

Pupils confidently articulate why the school values are important to them. This is both within the school community and beyond. Pupils develop a strong moral compass and use this to think carefully about how they treat others, including when people are different to them. Pupils learn to celebrate and appreciate differences. This gives them a secure understanding of the range of ways that people live in modern Britain. Leaders consider the school’s context when planning the personal development offer for pupils. Through the well- organised personal, social, health and economic curriculum, pupils learn about themselves, others and the world around them. This prepares them well for their next steps beyond the school.

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Personal development and wellbeing Expected standard

Pupils take on a range of leadership roles. This gives them valuable first-hand experience of taking responsibility and making decisions. Pupils have a deep understanding of how their roles impact the smooth running of the school. For example, some pupils organise activities at social times. This helps them to be active and work cooperatively with others.

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Personal development and wellbeing Expected standard

Pupils know what it means to be healthy, both physically and mentally. They regularly rehearse techniques that support their mental health in and out of school, such as to help them to relax or calm down. Pupils learn that healthy relationships are based on trust. Staff provide pupils with avenues of support for any problems they may have, both in school and online. Pupils are clear about how to keep safe online, including what to do if any issues arise.

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Personal development and wellbeing Expected standard

Leaders use their detailed knowledge of families to make sure that the pastoral offer for pupils meets their needs and reduces any barriers that they may have. For example, leaders make sure that finance is not a barrier to any pupil accessing any part of the provision.

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Achievement Needs attention

Pupils at this school have not, historically, achieved as well as they should. The school’s most recent outcomes in external tests were below the national average. This was the case in relation to reading and mathematics at key stage 2. Pupils in Year 1 achieved in line with their peers nationally in the phonics screening check.

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Achievement Needs attention

However, current pupils' achievements are significantly more positive. Pupils now progress well from their starting points. This is particularly the case for pupils who have special educational needs and/or disabilities and those who are known to social care. Pupils produce work of a high standard which reflects the appropriate knowledge they have, particularly in reading, writing and mathematics. Leaders ensure that pupils secure the age- appropriate knowledge that they need to build on for further success. For example, the school’s focus on those children at the early stages of reading means that they typically catch up and read with confidence and fluency. The picture of achievement across the school indicates that pupils are well prepared for their next stage. For example, pupils in the early years have the knowledge and skills that they need to be ready for Year 1.

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

Pupils flourish at Ainsdale St John’s because they feel valued as individuals. Pupils attend regularly and arrive at school happy and ready to start each day. They settle down quickly to learning because the school’s expectations are very clear. Pupils show kindness to each other because, from the early years, they are taught to think about others. For example, at social times, pupils are always on the lookout for anyone who may need a helping hand.

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

Pupils feel a strong sense of belonging. They wholeheartedly recognise what it means to embody the school values and be part of the school community. Pupils sensitively help others when they need it, both in the classroom and during other parts of the school day. They do this without being asked because they see it as their duty to be kind and caring towards others. This not only makes the school a happy place to learn but also prepares pupils well for when they leave the school. Pupils know how to recognise any signs of bullying. However, incidents of bullying are rare.

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

Although pupils’ published outcomes at the end of Year 6 are below average, the current picture of achievement within the school is more positive. Swift recent changes mean that there are clear expectations for pupils’ learning, alongside their behaviour and conduct. This means that, starting in the early years, across the school, most pupils progress well from their starting points. Pupils who are disadvantaged and those who have special educational needs and/or disabilities thrive because of the well-planned and tailored support that they receive. This not only positively impacts pupils’ learning, but also their character and wider development.

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Next steps

Leaders should ensure that pupils develop the knowledge of mathematics and reading that they need, in order to be well prepared for their next steps in education. Leaders should support staff to embed the recent changes to the curriculum, ensuring that in all subjects the curriculum is well designed and taught to a consistently high

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Team inspectors:

Debbie Withey, Ofsted Inspector Nichola Tomkow, His Majesty's 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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About this inspection

This school is part of the Liverpool Diocesan Schools 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), Laurie Kwissa, and overseen by a board of trustees, chaired by Margaret Swinson.

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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 and other senior leaders during the inspection. They also met with members of the governing body and the trust as well as the CEO. Inspectors spoke with pupils, staff, parents and carers.

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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 does not use alternative provision.

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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.

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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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average

2024/25 (revised) 77% 72% Close to average

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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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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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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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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. 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

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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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