St Anne's Catholic Primary School

St Anne's Catholic Primary School

Address: Overbury Street, Liverpool, Merseyside, L7 3HJ Unique reference number (URN): 104681

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

Leaders prioritise attendance and monitor it closely. They establish clear expectations for regular attendance and act quickly when absence rises. Leaders work with families and external agencies to remove barriers, including for pupils with special educational needs and/or disabilities and those who are disadvantaged. Their actions secure attendance that is above national averages. Persistent absence has reduced and remains well below national levels.

p.2

Attendance and behaviour Strong standard

Leaders have established a calm and orderly culture with clear expectations. Staff apply routines and expectations consistently in every class. Pupils behave well, treat each other with respect and show positive attitudes to learning. Staff teach pupils strategies to regulate their emotions, including breathing techniques and short focus activities to help them settle. Pupils use these strategies independently when needed. Lessons remain purposeful and learning is rarely disrupted. Pupils welcome new classmates, including those new to the country, and help them settle quickly. They show consideration for others and respect different cultures and beliefs. Pupils trust adults, who know them well, to respond quickly to any concerns. Incidents of bullying or discrimination are rare and dealt with effectively. This helps pupils feel safe and confident in school.

p.2

Curriculum and teaching Strong standard

Leaders design and implement an ambitious curriculum that equips pupils with the knowledge and skills they need for the next stage of education. Teachers organise content in logical steps so that pupils build securely on prior knowledge. They revisit essential knowledge and key vocabulary regularly so that pupils remember it over time.

p.2

Curriculum and teaching Strong standard

Teachers deliver the intended curriculum consistently across the school, and pupils experience the same high expectations in every class. Leaders strengthen teachers' subject expertise through focused training and effective oversight so that teaching remains precise. Staff check what pupils know and remember in each lesson. They identify gaps quickly and adjust teaching straight away so pupils secure learning before moving on.

p.2

Curriculum and teaching Strong standard

Leaders prioritise the expert teaching of reading, writing and mathematics. Staff teach phonics very effectively and match reading books closely to pupils' phonics knowledge. Teachers build pupils' skills in handwriting from the early years so that by Year 6, pupils present their work neatly and consistently. When pupils do not grasp learning in phonics or writing, teachers provide timely, targeted support so they catch up and keep up with their peers, including pupils with special educational needs and/or disabilities and those who speak English as an additional language.

p.2

Early years Strong standard

Children get off to an excellent start in the early years. Many join with limited spoken English and from vulnerable backgrounds. Staff provide care and education that are precisely matched to children's ages and needs. They identify additional needs quickly and adapt provision seamlessly so that all children, including those who are disadvantaged or have special educational needs and/or disabilities, can access learning fully. Staff work closely with parents and carers to understand each child's experiences and starting points. This helps them build effectively on what children already know and can do.

p.2

Early years Strong standard

Staff use consistently high-quality interactions to develop children's communication and language. They introduce new vocabulary deliberately through daily routines and real-life experiences. Staff model this language throughout the day, enabling children to build a wide range of words.

p.3

Early years Strong standard

Leaders have designed a well ‑ sequenced early years curriculum that builds children’s knowledge across all areas of learning. Reading is prioritised from the start. Children in Reception learn phonics every day with fidelity to the school’s chosen approach. They read books matched closely to the sounds they know, including bilingual texts. As a result, children become increasingly fluent and accurate readers and are well prepared for their transition into Year 1.

p.3

Inclusion Strong standard

Leaders are highly ambitious for all pupils. They make sure every pupil, whatever their background or circumstance, can access the same curriculum as their peers. They ensure teaching responds to pupils' needs without lowering expectations. Teachers make precise adjustments so pupils can understand and take part fully. As a result, pupils stay engaged in lessons and grow in independence.

p.3

Inclusion Strong standard

Leaders identify pupils' needs at the earliest stage. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils who speak English as an additional language. When staff notice any difficulties pupils may have, they provide the right support straight away. Leaders also provide pastoral support for pupils and their families. This helps pupils feel safe, settled and ready to learn.

p.3

Inclusion Strong standard

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

p.3

Leadership and governance Strong standard

Leaders know the school well. They keep a sharp focus on what pupils need to thrive. They set high expectations for every pupil and act in their best interests, including those who are disadvantaged, have special educational needs and/or disabilities, or speak English as an additional language. Leaders use information carefully. They spot strengths and identify where practice needs further work. This guides their decisions and drives steady improvement across the school.

p.3

Leadership and governance Strong standard

Governors meet their statutory duties. They challenge and support leaders with clear purpose. They check that leaders' actions lead to real improvements in pupils' learning. For example, governors review the impact of leaders' work to strengthen writing. As a result, pupils' writing continues to improve and more pupils are producing work that reflects the high expectations leaders have set.

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. They recognise the difference this makes to pupils' learning and development.

p.4

Leadership and governance Strong standard

Leaders make staff development a priority. They provide high-quality training that builds expertise across the school, including for teachers early in their career. Staff feel valued and supported. They say leaders listen to their views and take account of workload and wellbeing when making decisions.

p.4

Leadership and governance Strong standard

Leaders and governors work together to sustain an ambitious and inclusive culture. They know pupils well. They support them with care. They encourage every pupil to achieve their best.

p.4

Personal development and wellbeing Strong standard

Leaders shape pupils' personal development through a well-designed curriculum and a wide range of meaningful experiences. Pupils learn how to stay safe, both online and offline, and gain a clear understanding of equality and diversity through age-appropriate teaching, including relationships and sex education. Leaders deliver this sensitively, taking account of pupils' backgrounds and working closely with families. This helps pupils build secure values, make responsible choices and keep themselves safe in school and beyond.

p.4

Personal development and wellbeing Strong standard

Pupils develop a strong understanding of different cultures, faiths and traditions within their diverse community. They discuss similarities and differences with maturity and show respect for beliefs that are not their own. Pupils, including those who speak English as an additional language and those who are disadvantaged, take part fully in school life and learn from one another. Families share their traditions through celebrations that enrich pupils' learning and broaden their awareness of the wider world.

p.4

Personal development and wellbeing Strong standard

Every pupil, from Reception to Year 6, successfully learns to swim. Pupils gain confidence, improve their skills and compete with pride. They explore interests through clubs and wider opportunities in sport, music and the arts, which widen their horizons and strengthen teamwork and resilience.

p.4

Personal development and wellbeing Strong standard

Leaders provide effective pastoral and emotional support that helps pupils manage their feelings and well-being. Pupils know that staff understand them and respond quickly to their needs. They learn strategies to regulate their emotions and value the calm spaces that help them when they feel overwhelmed. This supports their positive engagement with learning and with school life.

p.4

Personal development and wellbeing Strong standard

Pupils play an active role in school life. Through roles such as the pupil council, they represent their peers, share ideas and take part in decisions. Pupils talk confidently about fairness and responsibility. These experiences build their character and prepare them well for life in modern Britain.

p.4

Achievement Expected standard

Pupils join the school at different stages and with varied prior experiences. Many face barriers to learning, and their starting points differ widely. Leaders check progress closely and ensure teaching builds effectively on what pupils already know. Over time, most pupils gain secure knowledge and skills, particularly in reading and mathematics. They often achieve above-average results in national tests. They are well prepared for the next stage of education.

p.5

Achievement Expected standard

Leaders ensure pupils with special educational needs and/or disabilities, pupils who speak English as an additional language and disadvantaged pupils receive targeted support. Disadvantaged pupils, in particular, make substantial progress from their starting points and outperform similar groups of pupils nationally.

p.5

Achievement Expected standard

A small number of pupils, however, do not consistently meet national expectations in phonics at the end of Year 1 or in writing at the end of key stage 2.

p.5

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

Pupils describe St Anne's as a place where they feel safe, known and valued. Each morning begins with warm greetings from staff who care. Pupils know staff listen to them and take their views seriously. Staff reduce barriers to learning for disadvantaged pupils, those with special educational needs and/or disabilities and those who speak English as an additional language. Pupils understand that staff set high expectations and want them to succeed. This helps pupils settle quickly and focus on learning.

p.5

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

Pupils behave well and enjoy learning. From the early years, they learn routines that help them manage their behaviour. They move calmly around the school and treat others with respect. Bullying and discrimination are rare and pupils trust staff to deal with concerns quickly. Pupils attend regularly and understand why this matters.

p.5

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

Pupils experience the school's Catholic ethos in daily acts of kindness, forgiveness and service. They speak about treating others as they wish to be treated and recognise that each person is unique. Pupils come from a diverse community. They celebrate different cultures and beliefs and respect views that differ from their own. They welcome new pupils and help them to settle.

p.5

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

Pupils live out the school's vision, 'we love, we learn, we grow together'. They take part in a wide range of opportunities beyond lessons, including swimming, trips, clubs and enrichment activities. Through roles such as pupil leaders and school councillors, pupils develop responsibility, leadership and kindness. These experiences build confidence and show pupils how they contribute to school life.

p.5

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

The majority of pupils achieve well across the curriculum and take pride in their work. However, some pupils do not secure the depth of knowledge they need in phonics and

p.5

Lead inspector:

Dianne Holcroft, His Majesty's Inspector

p.6

Team inspectors:

Michelle Joyce, Ofsted Inspector Joanne Hewson Hewson, Ofsted Inspector writing. They are not as well prepared for the next stage of education as they should be.

p.6

Next steps

Leaders should continue to strengthen the consistency and precision of phonics and writing teaching so that more pupils, including those who speak English as an additional language and those who join mid-phase, secure essential knowledge quickly and a greater proportion reach higher standards over time.

p.6

About this inspection

The chair of the board of governors in this school is Michael John Shaw.

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 updated 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

Inspectors spoke with the headteacher and other senior leaders, including the special educational needs coordinator, during the inspection. The lead inspector spoke with a representative of the local authority. She also spoke with a group of governors that included the chair of the governing body.

p.6

About this inspection

Inspectors visited lessons, spoke with pupils, looked at curriculum information and pupils' workbooks. They reviewed a range of school documentation.

p.6

About this inspection

Inspectors spoke with several pupils, staff, parents and carers and considered the responses to Ofsted's surveys for these groups.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses registered alternative provision.

p.6

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. National average: 26.3%

p.7

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.8

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

average

2024/25 (revised) 64% 62% Close to average

p.9

average

2023/24 (final) 67% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 77% 74% Close to average

p.9

average

2022/23 (final) 75% 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

2023/24 (final) 72% 72% Close to average

p.9

average

2022/23 (final) 77% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 77% 73% Close to average

p.10

average

2022/23 (final) 77% 73% Close to average

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

average

2023/24 (final) 58% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2023/24 (final) 69% 62% Close to average

p.11

average

2022/23 (final) 65% 60% Close to average

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

average

2024/25 (revised) 65% 59% Close to average

p.11

average

2023/24 (final) 65% 58% Close to average

p.11

average

2022/23 (final) 65% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2023/24 (final) 69% 59% Close to average

p.11

average

2022/23 (final) 65% 59% Close to average

p.11

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.12

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

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.13

Persistent absence

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

p.14

national average

2023/24 (3 term) 13.8% 14.6% Close to average

p.14

national average

2022/23 (3 term) 15.1% 16.2% 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.14

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.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.14

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 . 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.14

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