Schools & FE · Report card

Huyton With Roby Church of England Primary School

Inspected 12 May 2026 · published 25 Jun 2026 · URN 145435

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Summary

No overall grade in this frameworkSafeguarding met

Ruth Baldwin (lead), David Spruce, Liz Davidson, Michelle Forrest

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
12 May 2026
Inspectors verified
David Spruce, Liz Davidson, Michelle Forrest, Ruth Baldwin
Postcode verified
L36 9TF
Name on report verified
Huyton With Roby Church of England Primary
Safeguarding verified
Met
URN verified
145435

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 behaviourExpected
Curriculum and teachingExpected
Early yearsNeeds attention
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

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

+44Positivemore positive than 18% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositivewell-designedsafefeel safesecure knowledgeconsistentlycaring

Criticismshortcomingsnot consistentlypoorconcernsnot strongnot high-qualitystrugglevariable

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1507w+48
Leadership147w+26
Safeguarding51w−11
What needs to improve27w+13

Strengths

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Concerns

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Next steps

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Leaders should ensure that the early years curriculum is taught well so that children learn all that they should in readiness for their next stage of learning. p.6

What the report dwells on

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Anatomy of the report

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

Pages: 15
Words of findings: 1,731; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 13 words
Next steps: 1; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 5%Safeguarding 2%What needs to improve 1%About the inspection 39%

Full report text

School

Address: Rupert Road, Huyton, Liverpool, Merseyside, L36 9TF Unique reference number (URN): 145435

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

Achievement Expected standard

Overall, pupils, including those with special educational needs and/or disabilities, achieve well and are well prepared for the next stage of their education. By the end of Year 6, they attain as well as other pupils nationally in reading, writing and mathematics. This is especially true for disadvantaged pupils. Even so, pupils’ success in the end-of-key-stage 2 English grammar, punctuation and spelling test is not as strong as it is in other areas of the curriculum.

p.2

Achievement Expected standard

Pupils build their knowledge across the curriculum well. They confidently make links across topics, using subject-specific vocabulary appropriately.

p.2

Achievement Expected standard

Pupils in key stage 1 build a secure knowledge of reading and mathematics. Typically, the proportion of pupils who attain the expected standard in the Year 1 phonics check is in line with the national average. They also learn to write and generally develop a consistent handwriting style. This enables them to learn well across the whole curriculum.

p.2

Attendance and behaviour Expected standard

Leaders prioritise pupils’ attendance. They take actions that lead to steady and sustained improvement in overall attendance rates. Leaders check the reasons for pupils’ absence and, in partnership with parents and carers, put support in place to reduce barriers to regular attendance. Leaders also support pupils to manage their emotions so they can attend school successfully. These actions have increased attendance rates, particularly for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Pupils enjoy coming to school because staff greet them warmly each morning and routines are well established.

p.2

Attendance and behaviour Expected standard

The behaviour policy is clear. Staff implement it consistently well. It is understood by all. Pupils behave well in lessons and around the school. They typically show positive attitudes to learning. This creates a calm and respectful environment. Staff manage incidents of poor behaviour effectively. Leaders help pupils resolve their differences and understand the consequences of unkind behaviour or bullying. Staff make thoughtful adaptations for pupils with SEND so they can understand and manage their behaviour.

p.2

Curriculum and teaching Expected standard

Leaders have ensured there is a well-designed curriculum that makes clear what should be taught and when this should happen. They know where this is working well and where further refinements are needed. For example, leaders have amended some aspects of the curriculum, including history and geography, to deepen pupils' knowledge and strengthen their vocabulary.

p.2

Curriculum and teaching Expected standard

Teachers use a range of well-chosen activities that help pupils remember important knowledge. The curriculum is typically taught effectively. Generally, teachers design learning that develops pupils’ handwriting, spelling, mathematics and early reading knowledge. Staff check that pupils understand what they are being taught. However, there are occasions when these checks are less effective. This means that teachers sometimes move on to new learning before some pupils are ready.

p.2

Curriculum and teaching Expected standard

Leaders generally ensure that pupils with special educational needs and/or disabilities keep up with their learning. They have put in place some targeted support for individual pupils. Some pupils have extra help within small groups to secure their learning in English and mathematics with greater success.

p.3

Inclusion Expected standard

Leaders quickly identify pupils who need extra help with their learning. Well-established systems ensure that staff assess pupils’ needs swiftly and accurately. Typically, this ensures that pupils receive the right support to learn the curriculum. Leaders work well with professionals, such as educational psychologists. This helps staff put the right support in place in the classroom for pupils with special educational needs and/or disabilities.

p.3

Inclusion Expected standard

Leaders take appropriate action tailored to the level of pupils’ needs. They prioritise developing staff’s expertise through suitable training. Pupils benefit from a range of resources and activities which, on the whole, help them learn well. For example, staff use visual prompts to support pupils.

p.3

Inclusion Expected standard

Leaders ensure that any use of alternative provision is suitable and safe. They make timely decisions based on pupils’ needs and maintain close links to monitor pupils' progress effectively.

p.3

Inclusion Expected standard

Overall, leaders reduce pupils’ barriers to learning and wellbeing effectively. They provide emotional support for pupils who need additional help, including those known to social care. Leaders use additional funding effectively to support pupils who are disadvantaged. This helps to support these pupils to progress well academically, especially those at the early stages of reading.

p.3

Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas for development. For example, their actions to improve pupils’ attendance have strengthened this aspect of school life. Leaders have also identified the early years as an area for further improvement. However, their work to address these shortcomings is at an earlier stage of development. Leaders closely check that the English and mathematics curriculums are taught consistently well.

p.3

Leadership and governance Expected standard

Those responsible for governance meet their statutory duties. They have a range of experience and skills which they use well to oversee leaders' actions effectively. Leaders also benefit from the support that the trust is putting in place to make improvements.

p.3

Leadership and governance Expected standard

Leaders ensure that staff's professional learning is prioritised and supports them to develop their teaching knowledge and skills. This includes training to meet the needs of the increasing proportion of pupils with special educational needs and/or disabilities. Leaders

p.3

Needs attention

and staff also benefit from the wider trust offer of training, working alongside other schools within the trust to develop their skills.

p.4

Needs attention

Leaders consider the wellbeing and workload of staff carefully. Staff are happy at the school. Overall, leaders engage positively with the school community. Parents and carers are generally positive about the school. They say their children are given the right support to enable them to learn.

p.4

Personal development and wellbeing Expected standard

Leaders have established a well-designed programme to promote pupils’ personal development. This has been adapted to meet the needs of pupils with special educational needs and/or disabilities. The personal, social, health and economic education curriculum covers appropriate content that prepares pupils well for their futures. For example, pupils develop an age ‑ appropriate understanding of safe relationships. As a result, they have a secure understanding of safe touch and know that people have their own personal space. Pupils know about the changes that will take place in their bodies as they get older. They understand how to be physically and mentally healthy. Pupils learn to look after their wellbeing, including using self ‑ help strategies to keep calm at times of worry. They also learn how to keep themselves safe, including how to cross the road safely and how to avoid risk when working online.

p.4

Personal development and wellbeing Expected standard

Pupils develop an understanding of fundamental British values. They show respect and tolerance towards others. Pupils develop a genuine appreciation of the differences between people. They demonstrate compassion and understanding for those who face challenges in their lives. Pupils understand equality.

p.4

Personal development and wellbeing Expected standard

Leaders have put in place purposeful trips to broaden pupils’ knowledge of the curriculum. Visits include trips to a local farm, the zoo and a cathedral. Leaders also arrange 3 residential visits each year. These events enable pupils to work together as a team, helping them understand the importance of cooperation.

p.4

Personal development and wellbeing Expected standard

Leaders provide a range of enrichment clubs such as cheerleading, science, drama and football. Activities beyond the classroom are open to all so that everyone has the chance to foster their interests and talents.

p.4

Early years Needs attention

Children in the early years do not achieve as well as they should. The early years curriculum is suitably structured. However, it is not taught consistently well. This means that some children are not suitably prepared for the demands of the key stage 1 curriculum.

p.4

Early years Needs attention

At times, staff move through learning activities too quickly. They do not consistently check whether children have understood what is being taught. This means that some children struggle to keep up. Other children simply lose interest when this happens. This disrupts their learning. Some children do not benefit from consistently high-quality interactions with staff. This limits their chance to learn as well as they could across all areas of learning.

p.4

Early years Needs attention

Children's grasp of early writing, mathematics and reading is variable. Some children gain a secure knowledge of these key aspects of learning. However, some do not have a good enough understanding to help them be ready for Year 1 and beyond.

p.5

Early years Needs attention

Staff in the early years are caring and nurturing. They form positive relationships with the children in their care and work in partnership with parents and carers. Nursery-age children settle quickly and follow well-established routines. This helps them to develop positive attitudes to learning. Children play together well, taking turns and sharing with each other.

p.5

Early years Needs attention

Leaders are aware of the shortcomings in the early years provision. They are working with the trust to bring about improvement. However, it is still early days, and the impact on children's learning is not fully evident.

p.5