Schools & FE · Report card

Our Lady Queen of Peace Catholic Primary School

Inspected 30 Jun 2026 · published 10 Sept 2026 · URN 104935

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Summary

No overall grade in this frameworkSafeguarding met

Jonny Foster-Carr (lead), Andy Hunt, Sue Dymond

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Needs attention
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Andy Hunt, Jonny Foster-Carr, Sue Dymond
Postcode verified
L21 0EP
Name on report verified
Our Lady Queen of Peace Catholic Primary
Safeguarding verified
Met
URN verified
104935

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingNeeds attention
Early yearsExpected
InclusionExpected
Leadership and governanceNeeds attention
Personal development and wellbeingExpected

Tone of the report

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

+45Positivemore positive than 18% of reports of this type

In line with other reports of this type.

Praisepositivehigh expectationsfeel safeconsistentlyambitiouspositivelyeffectivelyclear

Criticismgapsweaknessesnot secureunacceptableconcernsnot alwayslackpersistently absent

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1599w+44
Leadership242w+42
Safeguarding51w−11
What needs to improve92w+58

Strengths

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Concerns

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Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

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

Pages: 16
Words of findings: 1,978; about usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 10%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 33%

Full report text

School

Address: Ford Close, Litherland, Liverpool, Merseyside, L21 0EP Unique reference number (URN): 104935

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

Attendance and behaviour Expected standard

Leaders have established clear systems for checking pupils’ attendance. When pupils do not attend school regularly, leaders take appropriate action to improve their attendance. Leaders identify the reasons why some pupils are frequently absent and support families to help pupils attend school more often. Staff work closely with individual pupils and their families to improve attendance. Attendance is broadly in line with national figures and is improving for pupils who have previously been persistently absent.

p.2

Attendance and behaviour Expected standard

Pupils behave well and have positive attitudes to learning. Leaders promote calm, kind and respectful behaviour. Staff use a restorative approach when behaviour falls short of the leaders’ high expectations. Staff apply this approach consistently. This helps pupils to understand the impact of their actions and learn from their mistakes. Bullying is rare. If it happens, leaders take effective action to deal with it quickly. They provide support for any pupils involved. Pupils understand that discrimination, harassment and other forms of harmful behaviour are unacceptable. Unkind behaviour is not tolerated, and leaders take swift action when it occurs.

p.2

Attendance and behaviour Expected standard

If pupils, including those in the specialist resourced provision, struggle to manage their emotions, staff skilfully teach them strategies to support them to be calm. Over time, pupils learn to manage their feelings and behaviour independently.

p.2

Early years Expected standard

Leaders have designed an effective curriculum to meet the children’s needs. They are ambitious to ensure that children have the best start to their education. Leaders support staff to deliver the curriculum consistently well and make appropriate adaptations for individual children. Staff have a clear understanding of the context and varied starting points of children. They know children and their families well.

p.2

Early years Expected standard

The curriculum identifies the key knowledge that children need. Basic skills in reading, writing and mathematics are prioritised, with an emphasis on communication and language. Staff deliver learning well, and children listen carefully. Staff make the necessary changes and adaptations to meet the needs of all children. They are skilled in identifying special educational needs and/or disabilities (SEND) early. Leaders have ensured that additional adults are available to support children with SEND, disadvantaged children and those with other vulnerabilities. Children are happy, feel safe and develop positive relationships with adults and their peers.

p.2

Early years Expected standard

Staff use daily routines to help children to develop their communication and language. They help children explain what they know by developing their language and ideas through conversations and role play. As a result, children develop confidence in speaking and can explain their ideas using an increasingly rich vocabulary.

p.2

Early years Expected standard

Children generally achieve well from their starting points and are ready for their transition into Year 1.

p.2

Inclusion Expected standard

Leaders have a clear understanding of pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those who face other barriers to their learning. Staff receive regular training to support them to identify pupils’ needs swiftly. Leaders involve parents and carers throughout this process. Leaders seek advice from external specialists when it is needed. Parents' views help to shape support plans for pupils. Teachers follow these plans to help pupils overcome barriers to their learning.

p.3

Inclusion Expected standard

Leaders have high expectations of pupils, including those with SEND. Staff adapt learning so that the needs of pupils are met. Staff within the school’s specially resourced provision for pupils with SEND provide extra help to support pupils' next steps. As a result, pupils with SEND and other pupils facing barriers to learning are well supported to achieve their individual goals.

p.3

Inclusion Expected standard

Leaders work closely with external agencies to ensure that pupils who are known, or previously known, to social care receive timely support and access to learning. Leaders use additional funding well to help disadvantaged pupils overcome barriers to learning and take part in a wider range of opportunities. This helps disadvantaged pupils engage positively in school life.

p.3

Inclusion Expected standard

Leaders place pupils’ wellbeing at the centre of their work. Pupils and families receive caring pastoral support. When extra help is needed, leaders work closely with external agencies to make sure pupils receive the right support at the right time.

p.3

Personal development and wellbeing Expected standard

Leaders have established a well-structured programme to promote pupils’ personal development. It gives priority to the topics that leaders have identified as the most important for pupils. This programme is adapted so that all pupils, including those with special educational needs and/or disabilities, can access it. This helps pupils to develop accepting attitudes of differences within society. They develop an understanding of fundamental British values. Pupils have opportunities to reflect on their beliefs, values and place within the wider world. They show respect and tolerance towards each other. This prepares pupils for life in modern Britain.

p.3

Personal development and wellbeing Expected standard

Pastoral support for pupils and their families is an important part of leaders’ work. Leaders ensure that pupils have regular opportunities to focus on their physical health and wellbeing. For instance, pupils complete a check-in each day, with support provided to those who need it.

p.3

Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe in different situations. This includes learning about online safety, water safety and staying safe in the community. They know that they can maintain a healthy lifestyle by exercising regularly and eating healthy foods. Pupils develop an age-appropriate understanding of relationships and health education. For example, older pupils maturely explain about puberty and growing up. They have a secure understanding about healthy relationships and consent.

p.3

Needs attention

Pupils broaden their understanding of the curriculum through carefully chosen visits and experiences. For example, pupils’ learning in geography is enhanced through a trip to the beach for fieldwork and to a local high school to watch musical theatre productions. Pupils enjoy building independence on the residential trip in Year 6. Pupils develop their interests, talents and confidence through a wide range of clubs that are accessible to all. These clubs include football, netball, musical theatre and art.

p.4

Achievement Needs attention

Pupils are increasingly well prepared for the next stage of their education. However, some do not develop the foundational knowledge that they need in writing. Gaps in handwriting skills, spelling and sentence writing are not closing quickly enough. This limits how well pupils can express their ideas in writing. While some pupils achieve well from their starting points, these gaps mean that achievement is not consistent across the school. This means that too many pupils, including those who are disadvantaged, do not reach age-related expectations in writing by the end of key stage 2. Pupils' recall of knowledge across the wider curriculum subjects is not secure enough. They develop secure knowledge in reading and mathematics. Pupils with special educational needs and/or disabilities, including those who attend the specially resourced provision, typically make suitable progress from their individual starting points.

p.4

Achievement Needs attention

Leaders have taken appropriate action to help pupils achieve better outcomes in reading and mathematics, and this is beginning to show in nationally published outcomes. Pupils can typically recall key knowledge in these subjects and talk confidently about their learning. Younger pupils make suitable progress in their early reading skills. They gain confidence in applying their phonics knowledge to read with fluency.

p.4

Curriculum and teaching Needs attention

Weaknesses in the teaching of writing mean that many pupils do not secure the foundations they need, such as in handwriting, spelling and sentence construction. Staff do not always check and notice that pupils have not secured this knowledge. This means that teachers do not provide extra opportunities for pupils to learn and practise to secure this knowledge.

p.4

Curriculum and teaching Needs attention

Leaders have designed a broad and ambitious curriculum across English, mathematics and wider subjects. The curriculum is well sequenced and coherent, allowing pupils to build knowledge over time. Generally, they have made sure that teachers have the subject knowledge to teach it well. Phonics is taught with consistency, and teaching in mathematics is well structured to support fluency, reasoning and problem-solving. Teachers explain concepts clearly and provide suitable adaptations so that all pupils can access the learning. However, across subjects, teachers do not routinely check that important knowledge has been securely learned and remembered. This means that knowledge gaps are not identified and addressed effectively, resulting in some pupils not remembering their learning over time. Teachers in the specially resourced provision for pupils with special educational needs and/or disabilities deliver learning effectively. As a result, pupils access the curriculum

p.4

Curriculum and teaching Needs attention

successfully and progress well from their starting points.

p.5

Leadership and governance Needs attention

Leaders have identified actions in the right areas to improve the school. However, some aspects of the school's work lack sufficient oversight by both leaders and governors. This includes systems for checking the single central record, for example. This also means that the quality of some areas of the school’s work is not evaluated accurately. As a result, some of leaders’ work has less impact than it could.

p.5

Leadership and governance Needs attention

Leaders and governors have a clear vision for Our Lady Queen of Peace Catholic Primary School. They are proud of their roles and demonstrate dedication and commitment.

p.5

Leadership and governance Needs attention

Governors are passionate about the school. They have a broad range of knowledge which supports leaders. Governors meet their statutory duties, making positive use of the training that they undertake. They check how leaders use additional funding for disadvantaged pupils, so that it helps to reduce these pupils' barriers to learning.

p.5

Leadership and governance Needs attention

Leaders understand the school’s context well and the barriers many pupils face. They keep close checks on pupils’ welfare and how pupils from vulnerable groups are supported. Leaders build positive relationships with parents and carers and the wider community. Parents are overwhelmingly positive about the school. They say that the school cares deeply about their children. Staff also speak positively about leaders’ commitment to ensuring their workload and wellbeing are considered. Leaders provide professional learning opportunities for staff that are linked to some of leaders’ priorities. This helps staff to develop expertise to support pupils well.

p.5