Childwall Valley Primary School

Childwall Valley Primary School

Address: Craighurst Road, Liverpool, Merseyside, L25 1NW Unique reference number (URN): 134210

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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

Pupils can read, write and use numbers with confidence, particularly in the early years and key stage 1. These pupils typically progress through the curriculum with few gaps in their learning. This prepares them well for key stage 2.

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Achievement Expected standard

Pupils generally achieve well across the curriculum. By the end of Year 6, the proportion of pupils meeting the expected standards in reading, writing and mathematics is close to national averages. Disadvantaged pupils attain in line with other disadvantaged pupils nationally. However, pupils' attainment in mathematics was lower in 2025 than in previous years.

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Achievement Expected standard

Older pupils, including those who join at different times, sometimes have gaps in their knowledge. At times, these limit the progress that some pupils make through the curriculum. Pupils with special educational needs and/or disabilities also make progress from their individual starting points. Most pupils are increasingly well prepared for their next steps in education.

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Attendance and behaviour Expected standard

Leaders have created a culture where attendance is seen as everybody’s responsibility. Staff at all levels are involved in promoting the benefits of school attendance. Pupils and their families buy into this. On the whole, pupils attend well. Some pupils, particularly those with special educational needs and/or disabilities (SEND), have barriers to their attendance. Leaders work closely with parents, carers and other professionals to reduce these barriers. The proportion of pupils who are persistently absent is above the national average; this is particularly true for pupils with SEND. That said, the proportion is reducing over time due to actions leaders have taken.

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Attendance and behaviour Expected standard

Pupils, including those who are disadvantaged and those with SEND, are taught how to effectively manage their own behaviour. They use personalised toolkits to enable them to do this with independence. This is also true for the youngest children in school, who show increasing motivation for their learning. The school is a haven of calm and security. This supports pupils to talk openly about their emotions or worries to trusted adults. Pupils demonstrate empathy and compassion for each other. Any forms of bullying or discrimination are simply not welcome in this school. This contributes to a harmonious learning environment.

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Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum from the Nursery Year to Year 6. It sets out clearly what pupils should learn in each subject and year group. Staff use assessment effectively to support learning. Adaptations for pupils with special educational needs and/or disabilities are usually well matched. This helps pupils to access the curriculum and overcome barriers. Leaders prioritise the teaching of core knowledge in reading, writing and mathematics. New curriculums support this work. Reading, including phonics, is a clear strength. Pupils respond well to initiatives such as the ‘star reader’ award and the reading vending machine. These approaches motivate pupils. They increase enthusiasm and encourage pupils to read widely and explore new authors. This is most secure in key stage 1. It is less developed in key stage 2, where pupils have had less time to learn the revised curriculums.

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Curriculum and teaching Expected standard

Leaders have strengthened teaching by focusing on enabling pupils to build new learning on secure prior knowledge. This helps them to make steady progress through the curriculum and develop deeper knowledge. However, this work is still developing. As a result, some lesson activities, which staff design, do not help pupils extend their thinking, make connections or apply knowledge well enough.

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Early years Expected standard

Leaders have crafted an ambitious curriculum within the early years which takes account of children’s prior experiences. This curriculum prioritises communication, language and rich texts that spark children’s imagination. Story time, rhymes and songs permeate the early years classrooms. Children join in with confidence and gusto. These opportunities help to build children’s vocabulary and joy of learning. Leaders have carefully designed the environment, considering the indoor and outdoor spaces which give children rich opportunities to learn and play. High-quality interactions and targeted teaching develop children’s knowledge across the curriculum. For example, children were engrossed in creating a potion in the outdoor area linked to the fantasy story they have recently been reading.

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Early years Expected standard

Children in the early years develop their core knowledge in reading, writing and mathematics. Phonics is given the highest priority and is taught consistently across the early years. Staff help children to learn new sounds and apply these accurately to their writing. Staff have in-depth knowledge of children’s needs. They work closely with parents and carers to ensure the transition into the Childwall Valley family is a positive and smooth one. By the end of the Reception Year, children are fully equipped and prepared for the demands of the Year 1 curriculum.

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Inclusion Expected standard

Inclusion sits at the heart of this school. Pupils, regardless of their barriers to learning or wellbeing, are fully embraced and supported. Leaders are meticulous in identifying the barriers that pupils face. This is especially the case for disadvantaged pupils or those with special educational needs and/or disabilities (SEND). Leaders lay the foundations for this work in the early years. They act swiftly to assess children’s needs so that they benefit fully from the school’s offer from the very start of their time in the early years.

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Inclusion Expected standard

Leaders wrap support around families. They are committed to supporting parents and carers. This productive partnership helps pupils to thrive. Parents engage well and attend workshops to build their own knowledge and a range of strategies to support learning at home. Leaders have established extensive links with outside agencies and specialists, including speech and language therapists and counsellors. This specialist support reduces barriers for the most vulnerable pupils. Leaders are rigorous in their review of the strategies in place to meet pupils' needs. Staff are well trained and skilled in implementing these strategies in lessons. This helps pupils, particularly those with SEND, to access learning successfully. Leaders use additional funding carefully to raise the achievement of disadvantaged pupils.

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Leadership and governance Expected standard

Leaders speak with one voice. They share high expectations for all pupils to achieve and thrive, including those who are disadvantaged and those with special educational needs and/or disabilities. Since their appointment, senior leaders and governors have developed an accurate understanding of the school. They are committed to building on strengths and addressing areas for improvement. For example, they have acted decisively to address the outcomes at the end of Year 6 in mathematics. Early impact of leaders’ actions are evident in pupils’ mathematical understanding and the overall quality of their work. Leaders, including governors, understand the challenges of the school’s diverse community. They value this and the richness it brings.

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Leadership and governance Expected standard

Governors know the school well. They draw on their wide-ranging skills to support and challenge leaders effectively. Regular visits and careful use of information help them check the impact of leaders’ actions. They fulfil their statutory responsibilities diligently.

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Leadership and governance Expected standard

Leaders prioritise professional development. They ensure that staff have the knowledge and skills they need to carry out their roles effectively. Leaders engage with external partners and embrace projects and initiatives to strengthen the school’s work.

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Leadership and governance Expected standard

Staff value the support they receive to manage their workload and maintain their wellbeing. They are proud to work at the school and are committed to providing a high-quality education. Leaders work closely with parents and carers. Activities such as open mornings, workshops and star assemblies help to build strong relationships and foster a sense of community.

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Personal development and wellbeing Expected standard

Leaders ensure that the personal development offer is embedded across all aspects of school life. They are determined that pupils become independent and resilient young people who are ready to contribute to their communities. Pupils develop a secure understanding of fundamental British values. For example, they learn about democracy through school council elections.

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Personal development and wellbeing Expected standard

Leaders prioritise preparing pupils for their future. They have designed a personal, social, health and economic education curriculum that meets the needs of all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). The curriculum teaches pupils the difference between right and wrong. Pupils speak confidently about how to keep themselves physically and mentally healthy. Leaders use their knowledge of the local community to help pupils stay safe beyond the school gates. For example, workshops with the police help pupils understand risks linked to anti-social behaviour, knife crime and gangs. Pupils learn how to stay safe online and know what to do if something seems out of place. Leaders provide opportunities to broaden pupils’ horizons, including visits to universities. Pupils value these experiences and link them to the school’s value of aspiration. Pupils also

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Personal development and wellbeing Expected standard

develop a strong interest in outdoor learning. They learn practical skills and work collaboratively in the school’s outdoor area, strengthening their leadership and communication skills. This prepares them well for the Year 6 residential visit to Anglesey, where they develop resilience and confidence ahead of moving to secondary school.

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Personal development and wellbeing Expected standard

Pupils know that their views matter and express them with confidence. Leaders listen and respond. This results in the school offering a range of extra-curricular clubs, including, art, judo and chess, which develop pupils’ talents and interests. Leaders review this offer regularly, track participation and ensure that disadvantaged pupils and those with SEND can participate fully.

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

Pupils are proud to belong to this nurturing school, where staff know them well and celebrate their individual talents. Pupils appreciate that they can be themselves within the caring environment. Pupils embody the school’s values. They feel strongly that these values give them something to aim for in how they conduct themselves in school. This leads to a calm and harmonious community where pupils feel safe and feel that they belong. As a result, pupils treat each other with dignity and respect. Pupils report that bullying is very rare. When it does occur, staff deal with it swiftly and effectively.

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

Many pupils join this school having experienced challenges in their lives. The skilled pastoral team carefully designs tailored support which impacts positively on pupils' wellbeing. Specialist therapeutic support is swiftly put into place for those who need it to ensure that the most vulnerable pupils thrive.

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

Pupils attend school regularly. They generally arrive on time and speak enthusiastically about their learning. They benefit from an ambitious curriculum that is taught well. Pupils, including those who have special educational needs and/or disabilities, receive purposeful support from skilled staff. This helps them to settle quickly and prepare for learning. Across the school, most pupils, including those who face barriers to their learning, achieve well in a range of subjects. This means that pupils are suitably prepared for the next stage of their education.

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

Pupil leaders are passionate about making the school a better place. School prefects and members of the school council are strong advocates for their peers and the school. Pupils behave well. They are courteous and use their manners without hesitation. Pupils enjoy social times and being active on the Fort Henry climbing frame. The reading pods are a popular place to visit and many pupils choose to immerse themselves in their favourite books.

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Lead inspector:

Elliot Costas-Walker, His Majesty's Inspector

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Team inspectors:

Louise Finlay, Ofsted Inspector Tony McCoy, Ofsted Inspector

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Next steps

Leaders should continue to embed their systems for promoting regular attendance so that pupils’ attendance rates continue to rise and persistent absence, especially for pupils with special educational needs and/or disabilities, reduces further. Leaders should ensure that the recently introduced approach to securing foundational knowledge in reading, writing and mathematics is followed consistently well so that all pupils, especially older pupils, have the core knowledge and skills that they need to be successful and ready for the next stage of their education. Leaders should ensure that teachers routinely design activities that help pupils to deepen and apply their learning across the curriculum.

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About this inspection

The chair of the board of governors in this school is Barbara Murray.

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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

Inspectors spoke with leaders and governors during the inspection. They also spoke with a representative from 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 currently uses no alternative provision.

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About this inspection

The school has undergone significant leadership changes since the last inspection. A new headteacher, deputy headteacher and assistant headteacher were appointed in 2024.

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About this inspection

Headteacher: Joseph Keher 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

2022/23 (final) 63% 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) 79% 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) 68% 72% Close to average

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average

2022/23 (final) 70% 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) 75% 73% Close to average

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average

2022/23 (final) 74% 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

2024/25 (final) 43% 47% Close to average

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average

2023/24 (final) 53% 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) 73% 62% Close to average

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national average

2022/23 (final) 71% 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) 57% 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) 64% 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

2024/25 (final) 50% 61% Close to average

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average

2023/24 (final) 67% 59% Close to average

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average

2022/23 (final) 64% 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) 5.6% 5.2% Close to average

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national average

2023/24 (3 term) 6.1% 5.5% Close to average

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national average

2022/23 (3 term) 6.0% 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

2023/24 (3 term) 18.0% 14.6% Close to average

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national average

2022/23 (3 term) 15.6% 16.2% 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

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

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