St Mary's Catholic Primary School, Scarisbrick

St Mary's Catholic Primary School, Scarisbrick

Address: Hall Road, Scarisbrick, Ormskirk, Lancashire, L40 9QE Unique reference number (URN): 119683

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 Expected standard

Leaders prioritise attendance successfully. Overall attendance is above the national average. Leaders' careful, consistent work over time has led to ongoing improvements for all groups of pupils. This includes pupils with special educational needs and/or disabilities and vulnerable groups of pupils. Leaders keep a close check on pupils at risk of becoming persistently absent and provide timely, personalised support. As a result, the rate of persistent absence is now below the national average. Leaders meet regularly to review attendance, work closely with families and use positive messages and incentives to encourage positive habits.

p.2

Attendance and behaviour Expected standard

Leaders ensure that staff understand and consistently apply the school’s approach to behaviour. Staff are positive role models. Where needed, staff effectively support pupils who find the transition into school difficult. There is a calm and purposeful atmosphere around the school. Pupils behave well during lessons and breaktimes. Breaktimes are calm and positive, with pupils forming friendly relationships that help create a happy atmosphere. Pupils follow routines well and in lessons they settle into learning quickly.

p.2

Attendance and behaviour Expected standard

Pupils are polite and well-mannered. They show respect towards one another. As a result, incidents of any discriminatory behaviour are rare. Pupils say that bullying is not a problem in the school and that, if anything did happen, they trust staff to sort it out quickly.

p.2

Early years Expected standard

Leaders have effectively improved provision in early years since the previous inspection. Children learn in a calm, well-organised environment where they can explore and enjoy their activities. They are welcomed warmly by staff who work hard to make sure children settle quickly and feel confident. Leaders develop positive, productive relationships with parents and carers before the children join the school. Staff also work closely with families to remove any barriers to attendance or learning.

p.2

Early years Expected standard

The curriculum has been thoughtfully designed to build children’s knowledge step by step. Leaders have considered the curriculum for the younger children in Nursery Year carefully. Adults make the most of learning time, using high-quality interactions to develop children’s speaking and listening skills. Activities have clear purpose. Where needed, staff adapt them to support the nursery-aged children and meet their needs. Collectively this helps children to make progress through the curriculum, including securing early mathematical and communication skills. Children develop a wide, rich vocabulary which they use in context when describing aspects of their topics. Children enjoy shared stories and use new words with growing confidence. Leaders prioritise phonics to ensure that children develop secure knowledge quickly. This typically helps children to be ready for their learning in Year 1.

p.2

Leadership and governance Expected standard

Leaders understand the school’s strengths and areas for development. Although some aspects need further refinement, leaders demonstrate a secure understanding of where improvements are required. For example, they recognise that improvements to the curriculum, teaching and pupils’ achievement are required. Leaders are well placed to make these improvements. They make decisions in the best interests of all pupils, including disadvantaged pupils, pupils with special educational needs and/or disabilities and those who face other barriers to their wellbeing.

p.2

Leadership and governance Expected standard

Governors receive the information they need to evaluate the school’s performance. They use this information to support and challenge leaders, ensuring pupils’ best interests remain central. Leaders welcome this challenge and reflect carefully on their work. For example, they have already improved the early years provision and pupils’ attendance.

p.3

Leadership and governance Expected standard

Leaders ensure that staff receive opportunities for professional learning that helps them improve their teaching. This training has already strengthened the delivery of the phonics programme. Leaders provide effective support for staff workload and wellbeing and recognise the extra pressures that come with working in a small school. Staff feel that leaders genuinely care about them as individuals and create a culture of trust and collaboration. Leaders and staff work together effectively as a team.

p.3

Personal development and wellbeing Expected standard

The school’s approach to personal development is becoming a strength. Pupils follow a well-sequenced personal development programme that is carefully adapted to the school’s Catholic ethos and to the specific needs of the pupils. It helps them to develop their confidence. For example, pupils take on a range of leadership roles such school councillors, sports or play leaders.

p.3

Personal development and wellbeing Expected standard

Leaders make sure pupils learn about the wider world, including about different cultures and faiths, to prepare them for life in modern Britain. They have also introduced new texts and activities to help broaden pupils’ understanding of diversity. They make regular visits to different places of worship, including the local church, to put their learning into practice.

p.3

Personal development and wellbeing Expected standard

Pastoral care is highly effective. Staff know families very well and offer practical support if it is needed. Pupils also take part in a range of opportunities that help them understand life beyond school. For example, pupils work with different charities in the local community.

p.3

Personal development and wellbeing Expected standard

Pupils benefit from a broad, varied enrichment offer. Leaders monitor participation closely to ensure all pupils can take part. Additional funding for disadvantaged pupils is used to promote their engagement. Pupils have access to a wide range of arts and sports opportunities such as fencing, cycling and mini wheelers. Pupils relish the opportunity to use the track on the school field and take part in ‘Friday Fitness’. The school has earned external recognition, including an inclusion award for encouraging girls’ involvement in sport.

p.3

Personal development and wellbeing Expected standard

Pupils are well prepared for the next stage of their education. A well-taught personal, social, health and economic education curriculum is building up pupils’ knowledge. It includes age- appropriate relationships education, opportunities for pupils to learn about staying safe online and how they can keep themselves physically and mentally healthy. Work on pupils' knowledge of the differences between people that are protected by law, such as age and disability, is developing.

p.3

Achievement Needs attention

Pupils do not consistently achieve well enough in national tests. Although pupils typically reach the expected standard in reading in Year 6 and the phonics screening check in Year 1, this is not replicated in other subjects. For example, pupils’ achievement in writing and mathematics is not as secure. In these subjects, not enough pupils reach the expected level by the end of key stage 2. In addition, some pupils are not reaching the higher standard in key stage 2 national tests when they are capable of doing so.

p.4

Achievement Needs attention

Pupils’ work shows that progress is not secure enough for some pupils. Some pupils still have gaps in their learning and these gaps are not closing quickly enough. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. Gaps in some pupils' knowledge of reading, writing and mathematics hampers their ability to learn the curriculum well. When these gaps are closed effectively, pupils achieve well and are ready for the next stage in their education. However, some pupils are not as well prepared as they could be. Leaders have set about improving how well pupils achieve over time, but it is too soon to see the impact.

p.4

Curriculum and teaching Needs attention

The quality of teaching is variable. Teachers do not routinely identify or address gaps in pupils’ basic knowledge of handwriting, spelling or number facts quickly enough. These gaps sometimes affect pupils’ confidence and the quality of their work. Teachers check pupils’ learning, but they do not always use this information well. At times, pupils move on before they have fully secured earlier learning. Gaps remain, including for some disadvantaged pupils. Some pupils who are ready for greater challenge do not always have the chance to deepen their skills and knowledge.

p.4

Curriculum and teaching Needs attention

Leaders understand clearly what works well in the school’s curriculum and teaching and where improvements are still needed. They are taking action to make teaching more consistent across subjects and year groups. In places, this is successfully bearing fruit.

p.4

Curriculum and teaching Needs attention

Leaders have put in place a broad and ambitious curriculum with clear expectations for every pupil. It is well designed. Leaders make sure staff have the subject knowledge they need. They support teachers to make effective adaptations for pupils with special educational needs and/or disabilities and those who face other barriers. Staff know pupils well. They provide the right support so pupils can catch up quickly with reading, writing, mathematics and vocabulary when gaps in their knowledge are identified.

p.4

Inclusion Needs attention

At times, staff do not identify and assess pupils’ individual needs with enough consistency. Where this is less effective, staff do not clearly define pupils’ barriers to learning. Assessment information is not used effectively enough to shape next steps. As a result, some of the individual targets that teachers set for pupils lack rigour and focus. They lack the measurable steps needed to ensure that pupils’ barriers to learning are removed effectively. In addition, some adjustments do not match pupils’ needs. There are pockets of more effective practice. Where this exists, staff identify barriers more precisely and use this understanding to set effective targets.

p.4

Inclusion Needs attention

Leaders are improving inclusion and reducing barriers to learning and wellbeing through a range of strategic actions. They have established clear systems to guide staff in assessing additional needs. Leaders use specialist guidance and targeted support, for example adding comprehensive pastoral and financial help to practical initiatives to improve pupils’ access to learning. They ensure staff track pupils’ progress and evaluate the impact of interventions, adjusting provision quickly when needed.

p.5

Inclusion Needs attention

Leaders provide training so staff understand and implement systems effectively. They work with families, external professionals and agencies to shape pupils’ support and aspirations. Leaders target additional funding to address specific barriers and sharpen impact. For pupils known to social care, leaders coordinate pastoral support and liaise with the local authority where appropriate.

p.5

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

Pupils feel a strong sense of belonging within this warm and caring school community. They are welcomed, valued and included as individuals. Families frequently comment on the school’s sense of 'togetherness'. Pupils describe it as a place where they feel safe, supported and able to be themselves. Positive relationships between staff and pupils underpin this culture. Pupils trust adults to listen carefully to any concerns and act swiftly, including when dealing with bullying. They treat one another with kindness and respect, acting as considerate friends and positive role models.

p.5

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

Recent improvements to the curriculum are beginning to have a positive impact on pupils’ achievement, with many now building more securely on what they know and can do. While progress is strengthening, leaders recognise that further work is required to ensure that all pupils benefit equally. This includes ensuring that pupils have the fundamentals of reading, writing and mathematics that they need for later success. Some disadvantaged pupils, those with special educational needs and/or disabilities, and those known or previously known to children’s social care do not yet achieve as well as they could because barriers to their learning are not removed consistently. Leaders continue to refine systems so that these pupils receive timely, precise support and can make better progress through the curriculum.

p.5

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

Pupils behave well in lessons and around the school. Their positive attitudes contribute to a calm and purposeful learning environment and support the success of others. As the curriculum has become more stimulating, pupils’ motivation has increased, which is reflected in improving attendance. Pupils also benefit from rich opportunities beyond the academic curriculum. Activities such as speaking at church events, taking part in community projects and visiting places such at a local eco-centre and Liverpool city centre broaden their experiences and deepen their understanding of life in modern Britain. These opportunities help pupils develop confidence, responsibility and the skills needed to contribute positively to their school and wider communities.

p.5

Next steps

Leaders should ensure that pupils with special educational needs and/or disabilities or other vulnerabilities have their barriers identified with more precision and that they support staff to use this information to set more pertinent targets which are closely reviewed and acted upon. Leaders should ensure that teachers check, identify and respond swiftly and routinely to gaps in pupils' foundational knowledge, particularly in transcription and number facts, so that these gaps close quickly. Leaders should ensure that consistently effective teaching supports pupils to deepen and embed their knowledge and understanding so that those who are capable, achieve the higher standard and greater depth in reading, writing and mathematics by the end of key stage 2.

p.6

About this inspection

The chair of the board of governors in this school is Les Rippon.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspection activities: Inspectors spoke with the headteacher and other senior leaders during the inspection. The lead inspector met with a group of governors including the chair and vice-chair of the governing body. He also spoke with a representative of the local authority and the Archdiocese of Liverpool.

p.6

About this inspection

Inspectors confirmed the following information about the school: The school is registered as having a Roman Catholic character. The last section 48 inspection took place February 2025.

p.6

About this inspection

The school does not make use of any alternative provision.

p.6

About this inspection

The school runs a nursery provision under the same registration.

p.6

About this inspection

The school has undergone a significant change since the previous inspection. A new headteacher has been appointed to the school.

p.6

Team inspector:

Elliot Costas-Walker, His Majesty's Inspector

p.7

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.

p.7

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.

p.7

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.

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.9

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.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (revised) 76% 75% Close to average

p.9

average

2022/23 (final) 67% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2022/23 (final) 67% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

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.

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.14

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.

p.14

national average

2022/23 (3 term) 6.0% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2024/25 (2 term) 16.4% 13.3% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.15

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

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 .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15