St Philip's Church of England Controlled Primary School

School

Address: Church Road, Litherland, Liverpool, Merseyside, L21 8NZ Unique reference number (URN): 104898

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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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Attendance and behaviour Expected standard

Leaders are taking effective action to reduce pupils' absence rates. They work with families and external agencies to address barriers to regular attendance. This includes support for pupils' emotional and social wellbeing. Leaders' approach to this aspect of the school's work is proving successful. The proportion of pupils who miss large chunks of their education is declining. However, some pupils continue to miss out on valuable learning by not attending school regularly.

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Attendance and behaviour Expected standard

Leaders work to establish a shared understanding of strategies to support and respond to pupils’ behaviour is evident across the school. Staff and pupils demonstrate their understanding of the school’s values. This starts in the early years where children learn how to take turns and listen to each other. Pupils are typically polite and well-mannered. Incidents of bullying are rare. If unkind behaviour does occur, it is addressed swiftly and effectively. There has been a reduction in the number of suspensions this academic year. Pupils, including those with special educational needs and/or disabilities, who find it more challenging to manage their own behaviour are supported gently and sensitively. They are supported to develop effective strategies to help them to be ready to learn.

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Curriculum and teaching Expected standard

Leaders have taken positive action to ensure that subject curriculums, including for English and mathematics, are designed to help pupils build knowledge logically over time. They have addressed inconsistencies in learning that pupils have previously experienced. There is an increasing focus on supporting pupils to secure the key knowledge and skills that they need for their future learning across the curriculum.

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Curriculum and teaching Expected standard

Staff are provided with the support that they need to teach confidently. Typically, the curriculum is taught effectively. Staff are trained to deliver the phonics programme well. They successfully help pupils to get off to a positive start to learning letter sounds. Overall, leaders and staff check how well pupils are learning effectively. They use this information to adjust the curriculum and provide extra help so that pupils can catch up. When necessary, individualised approaches are matched to pupils’ barriers to learning. Pupils who have not benefitted from the improved curriculums over time are increasingly supported to address gaps in their reading, writing and mathematical knowledge and skills. However, at times, staff do not use their checks on learning, including within lessons, to spot gaps or misconceptions in pupils' understanding . Consequently, teachers sometimes do not adjust their teaching well enough.

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Early years Expected standard

Leaders have ensured that children in the early years benefit from an effective curriculum. They have increased the consistency and timeliness of the identification of any additional needs that children may have. This includes children who have special educational needs and/or disabilities. Staff support parents and carers to take an active role in their child's education and in the life of the school. Leaders have ensured that arrangements are in place to promote children’s safety and wellbeing. Children in the early years settle quickly. They are well supported to develop their confidence and independence. Staff generally engage meaningfully with children, helping them to explain their ideas and choices. Children are supported to apply their phonics learning to their writing. They develop key skills, including an understanding of number and fine motor development. Typically, checks inform well-matched support to address barriers

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Early years Expected standard

to children’s learning and development. However, at times, support for children’s engagement in activities is not as well matched to their current learning needs as it could be.

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Early years Expected standard

Overall, children are increasingly ready for key stage 1. Targeted support for children who struggle to secure the most important skills that they need for their future learning is provided as children move into Year 1.

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Inclusion Expected standard

Leaders are clear in their vision for pupils to be included and valued as individuals. They have supported staff to increase their understanding of the specific barriers to learning or wellbeing that individual pupils may experience. Much work has been completed to ensure that pupils with special educational needs and/or disabilities are identified at the earliest opportunity. Working closely with parents, carers and external agencies, leaders have developed productive partnerships to support their work in this area.

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Inclusion Expected standard

Leaders use the pupil premium funding effectively to advance opportunities for disadvantaged pupils. This work is increasingly informing the support that pupils receive. Checks on the impact of this strategy ensure that leaders are able to tailor support for pupils in an informed way. Leaders prioritise ensuring that pupils take a full and active part in every aspect of school life. Staff are successful in breaking down barriers to learning so that pupils are supported to engage in lessons and everyday life at school. This includes a focus on helping pupils to recognise and regulate their emotions. Pupils who require additional support to settle or engage in learning are receive well-considered strategies to succeed. This has a positive impact on pupils' confidence and behaviour.

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Leadership and governance Expected standard

The restructured leadership team has lost no time in identifying and prioritising the most important aspects of school improvement. Working closely with governors, leaders have taken decisive action to address the weaknesses in the school’s offer to its pupils. Decisions and changes have been made in the best interests of all pupils, including those who may experience barriers to their wellbeing, attendance or learning. Leaders have secured improvements to the curriculum and to teaching. Although it is too soon to see the impact of this work on published data, pupils currently attending the school are benefiting from these improvements.

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Leadership and governance Expected standard

Governors provide appropriate support and challenge to school leaders. They fulfil their roles effectively. This includes meeting their statutory duties, for example overseeing the school's safeguarding systems and processes. Leaders recognise that the pace of improvement has increased the demands placed upon staff. Despite the many recent changes, most staff feel valued and supported. They are positive about the professional learning and guidance that they receive. The majority of parents and carers are also positive

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Needs attention

about the improvements that have been made to communication and the support that their children receive.

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Personal development and wellbeing Expected standard

Leaders prioritise opportunities for pupils to broaden their experiences beyond the academic curriculum. From the early years to Year 6, pupils benefit from carefully-designed opportunities to develop their understanding of the wider world. Pupils learn what it means to live in a modern and diverse society. They are aware of the school's Christian ethos while also learning about other faiths and beliefs. Pupils develop a mature understanding of the importance of equality, tolerance and fundamental British values. They are able to make links between what they have learned and their experiences. For example, they recognise the importance of democracy linked to voting for school councillors. Pupils also learn how to be safe near roads and in water. They also know how to work and play safely online. They understand how to identify healthy and unhealthy relationships.

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Personal development and wellbeing Expected standard

Staff provide highly effective support for pupils' social and emotional development. Pupils are taught ways to recognise and manage their emotions. They talk confidently about the strategies that they have developed to do this successfully. They know how to seek advice and express how they feel. Pupils who may benefit from additional support with their wellbeing are provided with this in a timely and sensitive manner.

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Personal development and wellbeing Expected standard

Pupils take part in activities that extend their learning beyond the classroom. Leaders are proactive in monitoring and increasing pupils’ participation in these activities. This includes for pupils with special educational needs and/or disabilities and disadvantaged pupils. Pupils are proud of the variety of instruments that they learn to play. They outline how their confidence builds through the concerts and performances that they take part in. Older pupils are excited to learn first aid skills to help themselves and others. Clubs and leadership roles encourage pupils to take care of the environment through work in the school garden area and litter picking activities.

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Achievement Needs attention

Published data reflects that, by the end of Year 6, many pupils, including those who are disadvantaged, are not as well prepared for the next stage of education as they should be. Recent changes to the curriculum mean that current pupils are beginning to learn knowledge that they need for their achievement to improve. However, pupils have gaps in the most important key knowledge that they need in reading, writing and mathematics. At times, this makes it difficult for them to achieve all that they should.

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Achievement Needs attention

Pupils, including those with special educational needs and/or disabilities, talk confidently about some of their recent learning across the curriculum. This includes their understanding of science investigations and some historical events and civilisations. Due to previous inconsistencies in teaching and learning, some of this knowledge is less secure than others. This hinders pupils from building on their prior understanding of these subjects as well as they should.

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

Pupils enjoy attending this caring school. They start the day with smiles as they are greeted by staff who know them well. This helps pupils to feel safe and valued. Pupils benefit from a learning community that promotes school values, such as compassion and perseverance. They typically live out these values through their daily actions. They look after one other. Older pupils are role models as play leaders and for their younger ‘buddies’ in the early years. They are proud to help children to enjoy breaktimes and special events, such as sports day. Bullying is rare. When this does occur, it is dealt with swiftly. This makes the school a happy and harmonious place.

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

Pupils aim to be ready, respectful and resilient. They generally enjoy their learning. They are particularly keen to earn the ‘writer of the week’ award and to read with Kola, the dog. Pupils with barriers to learning are supported well by staff who help them to take a full part in school life. Pupils’ attainment by the end of Year 6 has been below the national averages for some time. Leaders have renewed and raised their ambition for pupils. They have ensured that pupils’ learning is more focused on the most important key knowledge that they need for their future learning. However, it is too soon to see the impact of these improvements on pupils' achievement. This is because, over time, pupils have not benefited from learning that builds their knowledge securely, particularly in reading, writing and mathematics.

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

Pupils’ attendance is improving. They want to take an active part in school life. Pupils benefit from experiences that bring their learning to life such as visits to cathedrals, the local docks and to listen to orchestras. They are especially proud of the range of Shakespeare plays that they study and perform during their time at the school. Pupils are excited about the increasing sporting achievements that they have experienced recently, such as winning the local football league.

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Next steps

Leaders should continue to focus on ensuring that gaps in pupils' English and mathematics knowledge are swiftly addressed so that pupils are supported to achieve all that they can and are ready for their next stage of learning. Leaders should ensure that they support staff, including those in the early years, to further develop their use of checks on pupils’ learning within and beyond lessons, so that teaching builds more securely on pupils’ understanding and skills across the curriculum. Leaders should continue to take action to further reduce levels of absence for pupils, particularly for those pupils who are persistently absent.

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Team inspectors:

Mike Tonge, Ofsted Inspector Chris Priddey, 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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About this inspection

The chair of the board of governors in this school is Laura Broadway.

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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 updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other school leaders, staff and pupils during the inspection. The lead inspector met with members of the governing body, including the chair of governors. She also spoke with representatives from the local authority and the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The school is voluntary controlled and is part of the Diocese of Liverpool. The last section 48 inspection for this school took place in November 2023.

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About this inspection

The school provides a breakfast club provision for its pupils.

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About this inspection

The school does not currently use any alternative provision.

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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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national average

2022/23 (final) 55% 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

2023/24 (final) 69% 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

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

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average

2022/23 (final) 76% 71% 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

2022/23 (final) 72% 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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average

2023/24 (final) 47% 46% Close to average

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average

2022/23 (final) 50% 44% 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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national average

2023/24 (final) 59% 62% 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

2024/25 (final) 58% 59% 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

2024/25 (final) 58% 61% Close to average

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average

2023/24 (final) 65% 59% Close to average

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average

2022/23 (final) 57% 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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Persistent absence

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

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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

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

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