Waterloo Primary Academy

Waterloo Primary Academy

Address: Waterloo Road, Blackpool, Lancashire, FY4 3AG Unique reference number (URN): 138300

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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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Early years Strong standard

Leadership in the early years is highly effective. Leaders ensure a high level of consistency and oversight of priorities. Positive interactions with highly trained staff help children to improve communication skills. There is a relentless focus on teaching all children the basic skills that they need. These skills include holding pencils correctly, as well as forming letters and numbers accurately. Children develop a love of reading. Staff share quality texts with children and teach phonics effectively. This helps pupils to read familiar books fluently.

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Early years Strong standard

Children use high-quality resources across each area of learning. They use these appropriately, practising what they have been taught, for example drawing flowers in the garden area and measuring accurately in the water tray. Children greatly benefit from the garden area, where they learn more about the world around them. Children enjoy physical activities, in particular speeding around the racetrack and safely climbing the apparatus.

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Early years Strong standard

Many children join the Nursery Year needing help with language development, toileting and self-care. Leaders ensure that staff are trained to carry out their duties sensitively. They quickly establish positive relationships with parents and carers. Children swiftly learn the ‘Waterloo Way’. They play well together, sharing equipment and taking turns. Pupils gain firm foundations to take on the challenges in Year 1 with confidence.

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Achievement Expected standard

Pupils typically achieve well across the curriculum and in national tests. This includes for those who face barriers to their learning or who are disadvantaged. Despite very low starting points, younger pupils build firm foundations in basic skills to equip them for future learning. Pupils with special educational needs and/or disabilities make progress through the curriculum. Teachers support these pupils to focus on the skills that they need most. On the whole, pupils leave the school well prepared for the next stage in their learning. Pupils quickly gain confidence in their phonics knowledge. This helps them to read fluently and with expression.

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Achievement Expected standard

In other subjects, pupils are supported to build on what they already know. They take care in their written work and are proud of the work that they produce. Some older pupils have not benefited from the secure start that others now experience. They have legacy gaps in their knowledge that, at times, hinder their achievement.

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Attendance and behaviour Expected standard

Leaders prioritise pupils’ attendance. Robust processes and careful analysis are used effectively when pupils are absent. This is beginning to improve pupils’ attendance. Leaders work in partnership with other professionals to reduce attendance barriers that some families face. They provide practical support, adapt the start of the day and give individual support when needed. The number of pupils who are persistently absent has reduced. However, a small number of pupils still miss too many days in school. This means they miss valuable learning and wider opportunities.

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Attendance and behaviour Expected standard

Leaders have transformed the behaviour culture of the school. The behaviour strategy is highly effective and implemented consistently. Staff training to assist pupils who need help with their behaviour has supported this. Pupils are kind, polite and courteous to adults and each other. They play very well together. When conflicts occur, pupils trust that staff will deal with issues fairly. Bullying is rare. Staff deal with it effectively when it does happen. Pupils enjoy lessons and want to learn. They are determined to do well and are resilient. When pupils become unsettled or disturb others, staff deal with this quickly. Learning is not interrupted. Where necessary, leaders use suspensions appropriately.

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Curriculum and teaching Expected standard

Leaders make sure that there is an unwavering focus on pupils learning the basic skills that they need to succeed. Language development and subject-specific vocabulary are taught well. Pupils are quickly taught to form letters and numbers accurately. Older pupils develop a fluent, legible style. Pupils experience the joy of reading through the carefully chosen, quality class texts and the range of books available. High-quality phonics lessons help pupils to read independently and with increased fluency. Pupils with special educational needs and/or disabilities are typically well supported by well-trained and informed staff.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have put into place a rich and relevant curriculum. They have ensured that the content is interesting to pupils. This helps to engage and inspire them. Staff have benefited from appropriate professional learning to build their skills, knowledge and confidence. Lessons are typically taught well. However, learning is not consistently matched to the needs of some pupils. At times, pupils’ gaps and misconceptions go unchecked in lessons. This slows the progress that some pupils make through the curriculum.

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Inclusion Expected standard

Leaders have created a culture that welcomes and supports pupils to succeed. Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged are typically given the support that they need to flourish. Leaders ensure that pupils who face disadvantage or are known to social care receive timely and effective support. Staff safeguard pupils and are positive advocates for them. They make appropriate use of alternative provision and specialist advice when needed.

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Inclusion Expected standard

Experienced leaders have the knowledge and expertise to support pupils with SEND. The recently developed ‘Hive’ is used to provide appropriate resources and assistance to carry out bespoke learning plans. These help pupils to succeed when they return to their classrooms.

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Inclusion Expected standard

Leaders use additional funding to ensure that pupils who face disadvantage are supported to achieve well and are fully included. Leaders track the impact of this carefully. Notable improvements have included disadvantaged pupils’ progress through the curriculum. Leaders have also improved attendance rates and increased involvement in clubs and visits.

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Inclusion Expected standard

Typically, pupils benefit from appropriate support for their learning needs. On occasion, however, adaptations made to the curriculum are not consistently matched to pupils' needs.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the context of the school. They know what the school does well and what needs to improve. Leaders use this knowledge to inform priorities for further improvement. They have established a culture where everyone can thrive. As a result, pupils enjoy being part of the school, behave well and make progress.

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Leadership and governance Expected standard

Leaders prioritise professional learning. Staff have the confidence to carry out their roles with knowledge and skill. This is evident in the curriculum overhaul that has taken place since the last inspection. Staff have the expertise to teach lessons well. Leaders also consider staff's workload and wellbeing, fostering a supportive environment where staff are proud to work.

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Leadership and governance Expected standard

Trustees and local governors have a shared vision for the school. They carry out their statutory responsibilities effectively, providing appropriate support and challenge to leaders.

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Leadership and governance Expected standard

Generally, parents and carers are positive about the school. They value the education that their children receive. Leaders engage effectively with external agencies to benefit pupils. This includes working with specialists for pupils with special educational needs and/or disabilities and providing additional support for pupils who may face adversity.

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Personal development and wellbeing Expected standard

Pupils’ wellbeing and development beyond the academic are key priorities for leaders. They have established a well-organised programme of personal, social and health education. This work is adapted so that pupils with special educational needs and/or disabilities learn appropriate skills to keep themselves well and safe.

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Personal development and wellbeing Expected standard

Pupils learn how to keep healthy, both physically and mentally. They know how to keep safe online, in the community and in relationships. Lessons are supported by workshops organised by the local police and fire service. A carefully planned programme of assemblies helps pupils develop important life skills. Staff ensure that pupils are taught how to get on well with each other.

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Personal development and wellbeing Expected standard

Pupils understand fundamental British values. They respect difference and treat others as unique individuals. Leaders provide opportunities for pupils to learn about different cultures, such as through cookery lessons. These activities help to prepare pupils for life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders have carefully designed personal development opportunities to broaden pupils’ experiences beyond their immediate local context. Pupils speak enthusiastically about activities such as theatre visits, museum trips and learning opportunities within the local community. They appreciate clubs such as sports, crafts and musical opportunities. Pupils benefit from leadership opportunities, including being head pupils, eco warriors and sports leaders. These experiences help pupils develop wider cultural awareness and an understanding of the world beyond their own community.

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Personal development and wellbeing Expected standard

Older pupils value opportunities to undertake first-aid training, which helps them develop practical life skills and confidence in supporting others. Leaders provide effective wellbeing support. Pupils learn to be resilient and independent. The effective pastoral system provides support for pupils’ emotional wellbeing. Pupils know whom to turn to if they are worried and speak confidently about trusted adults in school. Leaders place a high priority on mental health and ensure that pupils learn strategies to support their own wellbeing. As a result, pupils feel safe, valued and well cared for.

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

Pupils enjoy attending this welcoming school. They have a deep sense of belonging. Pupils value spending time with their friends. They genuinely care for and respect each other. The school is a calm and happy place in which to learn.

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

Pupils behave well and typically demonstrate self-control. When pupils experience conflict, or on the rare occasion that bullying occurs, they trust that staff will deal with it fairly. Pupils relish the wider opportunities that leaders organise. This includes visits to cities, museums and theatres and residential experiences. These help pupils to develop their independence. Clubs such as boxing are organised at the request of pupils. Others are matched to the specific needs of groups of pupils. Pupils play particularly well together and enjoy the varied activities and equipment on offer, such as space hoppers, table tennis, cycling tracks and crafts. Older pupils are proud to take on play leadership roles. They set a positive example to younger pupils.

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

Staff build warm and caring relationships with pupils. This helps pupils to feel safe. The school family is united in its understanding of the 'Waterloo Way'. This teaches pupils to live well together and make a positive contribution to the life of the school. Recent changes to the start of the day give pupils time to settle and begin their learning tasks. This has helped to improve attendance for some pupils.

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

Pupils enjoy their learning and are proud of the work that they produce. They generally work hard. Pupils are excited to talk about their learning in different subjects. Children in the early years get off to a flying start to their education. Broadly, pupils make secure progress through the curriculum from their starting points. They are typically well prepared for the next stage of their education. Generally, pupils receive the help and support that they need to overcome barriers to their learning and wellbeing.

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Next steps

Leaders should further support teachers to adapt learning, so that tasks consistently match pupils’ learning needs and starting points.

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Team inspectors:

Michelle Beard, Ofsted Inspector Clare Lightbown, Ofsted Inspector Jacqui Wilson, His Majesty's 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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School and pupil context

Leaders should ensure that pupils’ gaps and misconceptions in learning are addressed swiftly in lessons, so that pupils are supported to achieve all that they can. Leaders should further support pupils’ regular attendance, so that the proportion of pupils who are persistently absent further reduces.

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About this inspection

This school is part of the Zest Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the acting chief executive officer (CEO), Jenny Brown, and overseen by a board of trustees, chaired by Rebecca Foxton.

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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 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

Inspectors spoke with the acting CEO, the headteacher and other school leaders. They also spoke to trustees and representatives of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses one registered 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. National average: 3.5%

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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) 70% 62% Close to average

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national average

2023/24 (final) 56% 61% 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) 78% 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) 71% 72% Close to average

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average

2022/23 (final) 75% 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

2023/24 (final) 73% 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) 36% 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) 69% 62% Close to average

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national average

2022/23 (final) 49% 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

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

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average

2023/24 (final) 53% 58% Close to average

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average

2022/23 (final) 67% 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) 68% 59% Close to average

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average

2022/23 (final) 51% 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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