Schools & FE · Report card

St Albert's Catholic Primary School

Inspected 27 Jan 2026 · published 20 Apr 2026 · URN 104467

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Summary

No overall grade in this frameworkSafeguarding met

Jen Sloan (lead), Lee Comber, Moira Loftus

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Needs attention
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
27 Jan 2026
Inspectors verified
Jen Sloan, Lee Comber, Moira Loftus
Postcode verified
L28 8AJ
Name on report verified
St Albert's Catholic Primary School
Safeguarding verified
Met
URN verified
104467

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 behaviourNeeds attention
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

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

+77Very positivemore positive than 59% of reports of this type

In line with other reports of this type.

Praisepositivehigh-qualityeffectivehigh qualityconsistentlysecureconsistentthrive

Criticismstruggleconcernstoo lowbelowlowabsencenot 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

Findings1260w+81
Leadership175w+47
Safeguarding51w−11
What needs to improve65w0

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 & governance35
“Leaders have established an ambitious curriculum that typically supports pupils well.” p.3
Behaviour11
“They rise to these and behave very well.” p.5
Curriculum10
“Leaders have established an ambitious curriculum that typically supports pupils well.” p.3
Attendance8
“However, attendance overall remains too low.” p.5
Progress & outcomes8
“These improvements have impacted rapidly and positively on pupils’ achievement.” p.3
Maths7
“A number of pupils struggle to attend well.” p.5
Parents & families7
“From early years onwards, staff develop trusting relationships with parents and carers.” p.4
SEND & inclusion5
“Pupils with special educational needs and/or disabilities receive high-quality and tailored support.” p.2

Anatomy of the report

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

Pages: 15
Words of findings: 1,545; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 11 words
Next steps: 4; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 46%Leadership 6%Safeguarding 2%What needs to improve 2%About the inspection 43%

Full report text

St Albert's Catholic Primary School

Address: Steers Croft, Stockbridge Village, Liverpool, Merseyside, L28 8AJ Unique reference number (URN): 104467

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

Inclusion Strong standard

Leaders and staff quickly get to know pupils and their families. Leaders swiftly and accurately identify pupils’ needs. Staff receive the training they require. This enables them to use their impressive knowledge of pupils to match support to pupils’ needs. This support is of a consistently high quality. As a result, pupils who face barriers to their wellbeing are given the support that they need to be ready for learning. Leaders routinely check the impact of their work to support pupils. If something does not work as well as it could, leaders quickly adapt to make sure that the support that pupils receive is consistently effective. This work has a profound and positive impact on pupils’ attitudes to learning.

p.2

Inclusion Strong standard

Pupils with special educational needs and/or disabilities receive high-quality and tailored support. Leaders make sure that they draw on external professionals and wider expertise to provide the best possible support. This is especially the case for pupils with greater learning difficulties. This support is precisely adapted for each pupil. Pupils quickly secure the important knowledge that they need to be ready for future learning.

p.2

Inclusion Strong standard

Leaders use pupil premium funding judiciously and in the best interests of pupils. This has a positive impact on the experiences of pupils who face disadvantage. Leaders make well- considered use of alternative provision for a small number of pupils. This support is closely aligned to the needs that these pupils have.

p.2

Personal development and wellbeing Strong standard

Leaders have established a carefully designed personal, social, health and economic (PSHE) curriculum. Staff support pupils to revisit and deepen their understanding of important aspects. Pupils develop a very secure knowledge of personal safety, money management and relationships. They know how to keep themselves safe when online. Leaders are agile in adapting the curriculum to address important issues such as knife crime and antisocial behaviour. Leaders enhance the PSHE curriculum through an annual careers week. In this, pupils find out about the fire service, entrepreneurship and the work of authors. These opportunities prepare pupils extremely well for their future lives.

p.2

Personal development and wellbeing Strong standard

Pupils learn about a diverse range of beliefs and cultures. They treat each other and those around them with the utmost respect. Pupils celebrate each other’s differences. They warmly welcome pupils who are new to the school.

p.2

Personal development and wellbeing Strong standard

Leaders deliberately provide many opportunities for pupils to develop their sense of citizenship. Pupils make meaningful contributions to their school and beyond. Some participate in projects such as ‘art in the community’. Others support with litter picking events or contribute to their community by delivering Easter gifts.

p.2

Personal development and wellbeing Strong standard

Leaders provide a number of opportunities for pupils to extend their learning. Pupils participate in sports clubs, messy church and film club. Some sing in the school choir or participate in local performing arts events. In addition, leaders provide a wide-ranging programme of trips, such as visiting the Houses of Parliament. These opportunities broaden pupils’ interests and nurture their emerging talents.

p.2

Expected standard

Leaders carefully check pupils’ participation in all aspects of personal development. They make sure that no one is left out. Staff routinely make careful adaptations that support pupils to access the school’s broad offer, regardless of need. Pupils who face disadvantages, including those pupils with special educational needs and/or disabilities, access the same high-quality offer as their peers.

p.3

Achievement Expected standard

Across the curriculum, pupils typically achieve well. Pupils who face disadvantages achieve as well as similar peers nationally. Pupils with special educational needs and/or disabilities achieve well from their different starting points. The quality of pupils’ work is consistent across different subjects.

p.3

Achievement Expected standard

Historic published test results for writing are below national averages. Leaders have implemented improvements to the way that writing is taught from the early years to Year 6. These improvements have impacted rapidly and positively on pupils’ achievement. Current pupils’ writing across the school is consistent and of high quality. When pupils leave this school, they are ready for the next stages of their education.

p.3

Curriculum and teaching Expected standard

Leaders have established an ambitious curriculum that typically supports pupils well. Leaders carefully select the most important knowledge that pupils need to acquire. This is generally taught effectively. Staff typically have the subject knowledge they require to teach well. In the main, they check that pupils remember new learning. However, in some subjects, the important previous knowledge that pupils need is less secure. This means pupils sometimes learn new things without the prior knowledge needed to understand them fully.

p.3

Curriculum and teaching Expected standard

Leaders prioritise helping pupils to secure the foundations in reading, writing and mathematics that they need. Children in the early years quickly build up what they know in phonics and mathematics. In Year 1 and beyond, pupils become fluent readers and mathematicians. Staff support pupils to develop consistent handwriting. Pupils write with increasing confidence. Leaders’ recent changes to how writing is taught have improved the work that pupils produce.

p.3

Curriculum and teaching Expected standard

Staff routinely make adaptations to lessons to support pupils with special educational needs and/or disabilities. These adaptations focus precisely on the important knowledge that pupils need to secure. Pupils make solid progress as a result.

p.3

Early years Expected standard

As soon as children join Nursery, they receive intensive support from staff. This helps them to become ready for school. Children quickly settle into new routines. They thrive with the

p.3

Needs attention

range of opportunities that they have to explore the world around them. Staff typically support children well to develop their communication skills. Staff use deliberate interactions to build vocabulary. Children use this language in their own play and exploration. In Reception, children master phonics and the early stages of mathematics. Staff read with them regularly. Children rehearse familiar stories, joining in happily with the words.

p.4

Needs attention

Leaders work in close partnership with parents and carers. This helps children's special educational needs and/or disabilities to be swiftly identified and well supported. An increasing number of children arrive in school without the skills they need to be ready for learning. Leaders take highly effective action so that children quickly gain these skills. However, some children lag behind in their writing. Leaders have taken effective action to address this. Across the early years curriculum, children acquire the important knowledge that they need to be ready for Year 1 and beyond.

p.4

Leadership and governance Expected standard

Governors have an accurate view of the school. They use their expertise to check carefully on the impact of actions that leaders take. Leaders and governors are unrelenting in the welcome and inclusion offered to all pupils. This commitment to inclusion sits at the heart of leaders’ and governors’ work. It has a positive impact on pupils and families.

p.4

Leadership and governance Expected standard

Those responsible for governance fulfil their statutory duties well. They help to guide and support leaders. The school makes sure that resources are carefully matched to the needs of the pupils it serves. This extends beyond the school gates. Leaders often provide support for families where local support is harder to access. The investment that leaders and governors make in supporting the wellbeing of families and pupils is of particular note.

p.4

Leadership and governance Expected standard

Staff receive professional learning that leads to continued improvement. This includes teachers who are at an earlier stage in their career. Staff value leaders and appreciate the care that leaders provide for their wellbeing. Leaders and staff are committed to the pupils in this school.

p.4

Attendance and behaviour Needs attention

Overall, pupils' attendance is low. Many pupils miss out on important aspects of their education. While this is the case, leaders take well-considered action to improve attendance. From early years onwards, staff develop trusting relationships with parents and carers. Leaders know precisely the barriers that pupils face. In several instances, the school is effective in reducing these barriers so that attendance improves. Over time, fewer pupils have high or regular absences.

p.4

Attendance and behaviour Needs attention

Pupils behave well. Leaders have established a well-ordered environment. Secure routines help pupils to settle quickly into their learning. Staff implement the school's approach to behaviour well. Lessons are calm and focused. Pupils’ conduct in lessons and at breaktimes is very positive. They treat each other and those around them with kindness and respect. If pupils struggle to manage their behaviour, staff provide high-quality support to help them to get back on track quickly. Staff explicitly teach pupils the tools that they need to manage their feelings and behaviour. Pupils learn to use these tools independently. Bullying rarely happens. If it does, leaders take effective action to make sure that it stops.

p.4