St Luke's Catholic Primary School

St Luke's Catholic Primary School

Address: Shaw Lane, Prescot, Merseyside, L35 5AT Unique reference number (URN): 104460

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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 Expected standard

By the end of Year 6, pupils' attainment in reading, writing and mathematics is in line with national averages. This ensures that pupils, including those who are disadvantaged, are well prepared for secondary school. Leaders are continuing their work to ensure that disadvantaged pupils consistently attain well in all areas. The positive impact of this can be seen in pupils' contributions in lessons and improved outcomes in books.

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Achievement Expected standard

Pupils grasp number facts quickly. This is reflected in consistent, above average outcomes in the Year 4 multiplication tables check. Phonics outcomes continue to improve and remain consistently above the national average.

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Achievement Expected standard

Pupils generally build suitable knowledge across the curriculum. Their knowledge is not as secure in some subjects. This is because staff do not adapt teaching effectively enough to build on what pupils already know in these areas. Leaders are aware of this and have plans in place to address inconsistencies.

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Attendance and behaviour Expected standard

Leaders promote high expectations for attendance and punctuality. They act quickly and effectively where attendance is low. As a result, whole-school attendance is in line national figures. Pupils with special educational needs and/or disabilities attend very well. Leaders make effective use of attendance information to inform their actions. They build positive relationships with parents and carers, and work well with them. Leaders share their high expectations of attending school well. Consequently, everyone understands the positive impact this has on pupils' outcomes. Pupils who previously had more days off school now come to school more regularly.

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Attendance and behaviour Expected standard

Leaders and staff also have high expectations of pupils and are consistent in how they manage behaviour. Pupils, including those in the early years, understand the school's key values. They have positive attitudes to learning and take ownership of their actions. Staff know pupils very well. They understand and act when something might affect pupils' behaviour. Leaders ensure that pupils who need additional support with behaviour get the help that they need. As a result, classrooms are calm and purposeful. Bullying is rare and pupils are clear that if it did happen, staff would act quickly and effectively.

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Curriculum and teaching Expected standard

The curriculum is broad and balanced. Leaders ensure that learning is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. The curriculum is sequenced appropriately across all subjects so that pupils can build on their previous learning over time. However, leaders recognise that the precise knowledge and skills pupils learn in some wider curriculum subjects need refining further. Teachers typically present learning clearly. They use their subject knowledge to explain new concepts. In lessons, teachers regularly check pupils' understanding and address misconceptions when they arise. However, some teachers do not have the depth of expertise to identify opportunities to deepen some pupils' knowledge and understanding across subjects.

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Curriculum and teaching Expected standard

Leaders ensure that pupils with SEND are able to access the curriculum. When needed, pupils are given extra help or changes are made to learning activities so that they can progress alongside their peers. Additional adults provide effective, well-focused support that helps pupils take part in lessons successfully.

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Curriculum and teaching Expected standard

Staff in the early years and key stage 1 prioritise early reading, writing and mathematics. Phonics is taught consistently well. This helps pupils to secure essential skills for reading and writing quickly.

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Early years Expected standard

The early years curriculum is well designed and sequenced to support children's progress across all areas of learning. Leaders place a high priority on children getting off to the best possible start. They have invested heavily in providing an engaging, exciting learning space to enhance children's development. Purposeful indoor and outdoor activities help children develop their physical, social and emotional skills.

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Early years Expected standard

Children benefit from caring relationships and interactions with staff. Staff respond quickly to their needs. They greet children and their parents and carers warmly each morning. This helps children to feel confident and secure from the moment they arrive. Children play and learn cooperatively, particularly enjoying the outdoors. There is emphasis on developing children's language and vocabulary. Leaders prioritise high-quality interactions between children and adults. Staff typically use effective questioning to explore children's thinking and strengthen communication skills. This helps children engage confidently in conversations. However, opportunities to build further on children's responses and deepen learning are sometimes missed.

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Early years Expected standard

Reading is a priority. Staff teach phonics every day and children learn their sounds securely from the start. Children in reception use this knowledge to read simple words and enjoy writing with increasing confidence. Children who need extra help, including those with special educational needs and/or disabilities, are supported sensitively. For example, they utilise communication tools and can access quiet regulation spaces if needed. Staff work closely with families and external professionals to understand children's needs and plan the right support. By the end of Reception, children are increasingly ready for Year 1.

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Inclusion Expected standard

Leaders' inclusive approach means that pupils, including those new to the country and those who speak English as an additional language, feel safe, valued and part of the school community.

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Inclusion Expected standard

Leaders carefully consider provision. They make thoughtful changes to the environment to enable access for all. For example, leaders have created a learning space dedicated to meeting pupils' complex sensory needs. The early years environment provides pupils with special educational needs and/or disabilities the space they need to work and play alongside their peers. Staff adapt equipment and resources effectively. For example, they use technology and visual symbols to help pupils communicate their needs. The school works closely with outside professionals to make sure that support is right for each pupil. Staff benefit from regular professional development so they can respond quickly and consistently to pupils' needs. Leaders ensure that pupils, including those with barriers to learning, such as those known to social care, are given any additional pastoral or academic support. This helps to ensure that any barriers to pupils' learning or wellbeing are reduced. The school uses its

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Inclusion Expected standard

pupil premium funding effectively to ensure that disadvantaged pupils receive the support they need to thrive. Gaps in outcomes between disadvantaged pupils and their peers are closing. Leaders know pupils' needs well. They make regular checks to make sure that the support they offer helps pupils to learn well.

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Leadership and governance Expected standard

Leaders know the school's context, strengths and areas for development very well. This insight enables them to set the right priorities and take action that is in pupils' best interests. Leaders recognise that their school population is changing. Diversity is celebrated across the school. Alongside governors, leaders continually strive to secure positive outcomes for pupils, especially those who face barriers to their learning or wellbeing.

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Leadership and governance Expected standard

Governors understand their roles and responsibilities well. They have strengthened their methods for assuring themselves of the impact of the school's work. This gives governors an accurate understanding from which to support and challenge leaders robustly. This enables governors to be assured that the curriculum and targeted funding, particularly for disadvantaged pupils, have a positive impact.

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Leadership and governance Expected standard

Staff are immensely proud to work at St Luke's. Carefully tailored programmes of professional development have strengthened staff's knowledge and increased their confidence in supporting pupils, including those with special educational needs and/or disabilities. Staff view leaders as role models who demonstrate high expectations and professionalism. They speak highly of the consideration leaders show for their wellbeing. Staff especially value receiving additional time to develop their subjects, making their workload more manageable. This approach helps staff remain focused on improving the school and ensuring that pupils receive the best possible education.

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Leadership and governance Expected standard

Leaders forge strong links with parents and carers. Staff know every parent as well as they know every pupil. Communication is effective and parents feel valued. This helps everyone feel that they contribute to the school's aims and goals. This productive partnership enables pupils to thrive.

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Personal development and wellbeing Expected standard

The school has an effective personal development, health and relationships programme. Pupils learn about healthy relationships, growing up, managing feelings and staying safe. This helps pupils understand different types of risk and how to keep themselves safe in different contexts. Pupils speak confidently about online safety. This key knowledge develops progressively across the school. For example, Year 6 pupils demonstrate a secure understanding of data security and what constitutes confidential information. Leaders also place a deliberate emphasis on physical health. Initiatives, such as the lunchtime 'Swap Box', encourage pupils to make healthier food choices. Children in the early years learn the importance of dental hygiene through practising activities such as brushing their teeth.

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Personal development and wellbeing Expected standard

Pupils learn how to recognise and manage their emotions effectively. They know which trusted adults they can approach if they feel anxious or worried. Staff understand pupils' individual needs well and provide timely support when concerns arise. As a result, pupils feel safe, supported and cared for.

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Personal development and wellbeing Expected standard

Cultural development is woven through school life thoughtfully and reflects pupils' diverse backgrounds and experiences. Diversity is celebrated through displays, signage and carefully selected curriculum resources. In addition, leaders think carefully about the texts that pupils read and those that are read to them. Leaders ensure that books represent and reflect the school's population. This helps pupils to feel included, valued and respected.

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Personal development and wellbeing Expected standard

A wide range of enrichment opportunities, including cultural projects, sports clubs, yoga and mindfulness, contribute positively to the development of pupils' confidence, resilience and wellbeing.

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Personal development and wellbeing Expected standard

Pupils speak positively about their diverse school community and consistently demonstrate respect for people from different backgrounds, beliefs and family structures. They understand the importance of kindness, fairness and consideration for others. Pupils also develop an understanding of fundamental British values through meaningful opportunities to contribute to school life. For example, pupils experience democracy in action by voting on ideas and representing their classmates on the school council. These experiences strengthen pupils' understanding of responsibility, fairness and their role within the wider community. Pupils are well prepared for life in modern Britain.

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

'Be respectful, be ready, be resilient' is the school's motto and leaders ensure that this is at the heart of school life. Pupils attend well. Each day begins with a warm welcome from staff, helping pupils feel valued and supported as individuals. Pupils from all backgrounds settle quickly and feel a genuine sense of belonging.

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

Pupils enjoy lessons and behave well. There are few disruptions to learning. Pupils are expected to take pride in their work. They are also guided patiently when they struggle, which helps them to build resilience. Pupils make steady progress through the curriculum. By the end of Year 6, pupils, including those who are disadvantaged, generally achieve in line with what is typical nationally. This prepares them well for the next stage of their education.

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

Breaktimes provide a lively contrast to the classroom. The playground is an important and exciting social space. This is where friendships blossom and develop through games, sports and informal conversations. Staff ensure that behaviour remains positive, and pupils are encouraged to resolve disagreements respectfully. Bullying is extremely rare. If a pupil has worries, there is always a trusted adult they can approach. Pupils feel safe and listened to because staff prioritise wellbeing. Pupils learn how to stay safe when online and in the community. Pupils, including those who have special educational needs and/or disabilities, benefit from a wide range of experiences beyond the classroom. Clubs and activities, such as sports, choir or art, extend the school day for those who want to explore interests beyond lesson time.

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

Pupils at the St Luke's are a part of a close-knit community where learning and personal development are closely linked. Expectations are clear, support is consistent, and pupils are encouraged to grow not only academically, but also as thoughtful, respectful members of their community and the wider world.

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Next steps

Leaders should continue to ensure that staff prioritise opportunities to engage in high- quality interactions to deepen children's learning in the early years. Leaders should ensure that teaching across all subjects consistently builds on what pupils already know and can do so that they develop deep, detailed knowledge across the curriculum.

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About this inspection

The chair of the board of governors is Tony McCaul.

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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

The inspectors spoke with the headteacher, other school leaders and members of staff. The lead inspector spoke with members of the governing body, including the chair of governors. The lead inspector spoke with a representative of the local authority and of the archdiocese. Inspectors also took account of the views of pupils, parents and carers.

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About this inspection

Inspectors confirmed the following information about the school: This school is registered as having a Roman Catholic religious character. The school's last section 48 inspection was in February 2020.

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About this inspection

The school does not make use of any alternative provision.

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Team inspectors:

Amanda Whittingham, Ofsted Inspector Jackie Stillings, 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.

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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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average

2024/25 (final) 68% 62% Close to average

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average

2023/24 (final) 68% 61% Close to average

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average

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

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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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average

2024/25 (final) 79% 75% Close to average

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average

2023/24 (final) 75% 74% Close to average

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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 (final) 75% 72% Close to average

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average

2023/24 (final) 71% 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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average

2024/25 (final) 79% 74% Close to average

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average

2023/24 (final) 75% 73% Close to average

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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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national average

2023/24 (final) 54% 46% Close to average

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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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average

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

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average

2022/23 (final) 56% 60% Close to average

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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

2023/24 (final) 54% 58% Close to average

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average

2022/23 (final) 63% 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

2023/24 (final) 54% 59% Close to average

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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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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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national average

2024/25 (3 term) 5.1% 5.2% Close to average

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national average

2022/23 (3 term) 6.5% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 12.5% 13.0% Close to average

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national average

2023/24 (3 term) 17.6% 14.6% Close to average

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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

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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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