Holy Family Catholic Primary School

Holy Family Catholic Primary School

Address: Upper Essex Street, Liverpool, Merseyside, L8 6QB Unique reference number (URN): 136062

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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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Curriculum and teaching Strong standard

Leaders have designed an ambitious and knowledge-rich curriculum. They have identified the essential knowledge, vocabulary and skills pupils must know to ensure progression from the early years through to the end of key stage 2. This begins with a razor-sharp focus on building strong foundations in reading, writing and mathematics. Leaders have an accurate understanding of the quality of teaching and the impact of the curriculum on pupils’ learning. They respond swiftly when improvements are needed. Leaders ensure staff benefit from high-quality training and support. As a result, staff know their subjects well.

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Curriculum and teaching Strong standard

Teachers skilfully guide pupils to use the right words for each subject. This helps pupils to talk and write about their learning with confidence. In science, for example, older pupils explain how certain materials act as conductors of electricity and others act as insulators. Adaptations for pupils with special educational needs and/or disabilities (SEND) and for pupils who join the school at an early stage of learning English, enable these pupils to access the same curriculum as their peers.

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Curriculum and teaching Strong standard

Teaching is consistently effective across year groups with agreed whole school approaches to lesson design. Where misconceptions arise, teachers address these quickly and effectively. Support staff contribute effectively to pupils’ learning, particularly for pupils with SEND, using visual aids and adapted language to ensure pupils remain engaged and able to participate successfully in lessons.

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Early years Strong standard

The early years is a joyful, language ‑ rich environment where children, most of whom join the school at an early stage of learning English, make strong progress from their low starting points. The school works with parents and carers so staff understand children well before they start. In the nursery, staff expertly question, probe and model vocabulary so that every opportunity is taken to develop children’s spoken language. Children show enjoyment of their learning, collaborate kindly with one another and explain their thinking. Clear routines and warm, positive relationships with staff help children feel secure and ready to learn. High ‑ quality vocabulary, songs, rhymes and stories are central to the curriculum and help to embed language. Children are safe and are stimulated to learn and immerse themselves in play-based experiences.

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Early years Strong standard

Staff in the Reception class build on children's positive start in the Nursery Year. Children apply phonics in writing with growing confidence. Staff check children's understanding and give focused practice where needed. Staff teach the foundations of mathematics in fun and engaging ways, helping children to develop secure number knowledge and the ability to reason. This is underpinned by children knowing and using the right words to describe their learning. Leaders ensure children in the early years make a strong start and are well prepared for the demands of key stage 1.

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Inclusion Strong standard

Leaders ensure that pupils’ needs are assessed precisely, accurately and at the earliest opportunity. This enables leaders and staff to provide appropriate support for pupils who need extra help to succeed. Pupils with special educational needs and/or disabilities benefit from highly effective support. Staff are well trained and diligent in spotting pupils’ needs. Leaders respond quickly, drawing on specialist advice when needed. They make well ‑ judged adjustments so that pupils with medical, physical or sensory needs learn safely and successfully alongside their peers.

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Inclusion Strong standard

Leaders maintain rigorous oversight of the school's provision for pupils with additional needs. They ensure that staff receive high quality training which equips them with the expertise they need to reduce or remove any barriers to learning that pupils face.

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Inclusion Strong standard

Leaders ensure that additional funding, for example the pupil premium grant for disadvantaged pupils, is spent thoughtfully on strategies that will help pupils achieve well and benefit from extra-curricular opportunities. Leaders check carefully that these strategies are implemented effectively and have a clear impact. They use information on pupils' academic outcomes, as well as their participation in the school's wider offer, to assure themselves that pupils are consistently benefiting highly from this funding.

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Leadership and governance Strong standard

Leaders and governors have high expectations for learning, behaviour and attendance. This creates a calm and purposeful environment. The relatively recently established leadership team is committed to providing a high- quality education that has a positive impact on pupils’ outcomes both socially and academically. This is supported by training and development opportunities which are targeted to enable staff to meet pupils’ needs. Staff share expertise well and early career teachers receive clear, structured support that builds confidence and skill.

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Leadership and governance Strong standard

The school is well regarded in the local community. Parents and carers describe a welcoming, caring school where their children are safe, known and supported to learn and thrive. Staff are unanimous in their commitment to the leadership team’s work to nurture teamwork and collaboration.

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Leadership and governance Strong standard

Governors have an appropriate balance of skills, experience and backgrounds. They are knowledgeable about inclusion, safeguarding and attendance. They are committed to ensuring that pupil outcomes and attendance are maximised for disadvantaged pupils, those with special educational needs and/or disabilities and pupils at an early stage of learning English.

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Leadership and governance Strong standard

Leaders attend closely to staff wellbeing. Practical measures such as pastoral support help staff to sustain high standards while managing workload. Governors maintain close oversight through regular contact with leaders and understand the school's strengths and priorities. They understand their role well and hold leaders to account. This includes fulfilling their statutory duties. Leaders know their community well and respond to individual circumstances with persistence and care. They check achievement closely and use this to sharpen priorities, such as the successful recent focus on reading.

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Personal development and wellbeing Strong standard

Leaders have ensured that there is a well-designed personal development programme which helps pupils to understand important concepts and prepares them well for the next stage of their education. Pupils demonstrate a strong and age-appropriate understanding of how to keep themselves safe, healthy and emotionally secure. They confidently explain strategies for safer internet use, including parental phone checks and not sharing passwords.

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Personal development and wellbeing Strong standard

Pupils articulate a broad range of ways to maintain physical and mental wellbeing, such as taking breaks from screens, exercising, enjoying fresh air, creative activities and sports, alongside making healthy food choices like avoiding junk food and choosing fruit, vegetables and water. Older pupils are proud to model responsibility as prefects and play leaders, supporting younger children sensitively and ensuring no one is left alone.

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Personal development and wellbeing Strong standard

Pupils speak maturely about healthy relationships, emphasising listening, kindness and respect. They say that bullying is rare but show clear understanding of what to do if concerns arise.

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Personal development and wellbeing Strong standard

Opportunities such as singing in a choir which performs at a large event build confidence and teamwork. Teaching of fundamental British Values supports pupils’ understanding of democracy, individual liberty and equality. Pupils say that everyone should be treated fairly regardless of race, gender, religion or age. Pupils regularly visit a care home and show a mature understanding of the challenges older people face, such as dementia. Effective relationship and sex education and health education enables pupils to talk appropriately about puberty and the changes it brings.

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Personal development and wellbeing Strong standard

A rich programme of trips and clubs including a residential trip, visits to the beach, a zoo and a cathedral visit, broadens pupils’ experiences and contributes strongly to their personal development.

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Personal development and wellbeing Strong standard

The school provides expert pastoral support, including counselling from a qualified practitioner. This provides vital help and support for pupils through any difficulties they experience. The wellbeing programme supports pupils with special educational needs and/or disabilities and disadvantaged pupils effectively. Leaders track provision and adjust support when needed. Their work to build pupils’ resilience is carefully tailored to the school’s context and helps pupils to thrive.

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Achievement Expected standard

Overall, pupils learn the curriculum well. Over the past 3 years, pupils have typically achieved close to, or slightly below, national expectations in statutory assessments. However, leaders’ improvements to the curriculum and their investment in providing highly effective training for staff has resulted in considerable improvements in pupils’ achievement across the curriculum. Notably, disadvantaged pupils perform slightly above non- disadvantaged pupils nationally in reading, writing and mathematics. Pupils with special educational needs and/or disabilities, and pupils who join the school at an early stage of learning English, achieve well in relation to their starting points. Historically, pupils achieved below national averages in their phonics screening check. However, leaders have provided training, strengthened staff expertise and ensured greater consistency in the teaching of early reading. As a result, pupils learn phonics with increasing accuracy and confidence.

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Achievement Expected standard

Children in the early years and pupils at the end of key stage 2 are well prepared for their next steps in education.

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Attendance and behaviour Expected standard

Attendance for all pupils in the school is close to national averages. Leaders have worked successfully to improve the attendance of a small number of pupils who do not attend school regularly enough. Leaders analyse pupils' attendance effectively. This enables the right support to be put in place at the right time for those pupils whose attendance is causing concern. Leaders provide support for parents and carers. Their actions to tackle barriers to attendance are now resulting in improvements in attendance. This is particularly true for pupils with special educational needs and/ or disabilities and disadvantaged pupils.

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Attendance and behaviour Expected standard

Throughout the school, pupils' behaviour is consistently positive. Leaders and staff have very high expectations which means pupils receive consistent messages about how they should behave. Consistent routines ensure a calm and orderly environment. This begins at the start of the school day, when even the youngest children enter the school calmly and happily, sure of a warm welcome from staff who care for them. Pupils appreciate the praise and rewards they receive for showing positive attitudes to learning by working hard. They also appreciate the opportunity to reset their behaviour by apologising if they make errors. At social times, pupils interact well with each other and show respect to adults and peers. This is because leaders ensure that staff apply the school’s behaviour policy consistently well.

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

Pupils feel happy and secure in this welcoming and nurturing school. They consistently reflect the school’s values which include love, forgiveness and respect. Pupils build positive relationships with staff. This helps pupils to feel safe and well cared for. Throughout the school, pupils respond positively to the high expectations that leaders and staff have of them. Pupils are proud to be part of Holy Family. The proportion of pupils who are disadvantaged is well above the national average, and a high number of pupils speak English as an additional language, with many joining at an early stage of learning English. Leaders have designed the school’s provision around the specific barriers to learning these pupils face. As a result, pupils who join the school with little or no English, develop confidently in their spoken and written language skills.

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

The playground is a wonderful space where pupils play harmoniously together. Pupils are confident that if bullying should happen, staff will deal with it quickly and fairly.

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

Pupils enjoy their learning and often make rapid progress. Children get off to a great start in the early years where they soon thrive and achieve well in this happy and friendly school. Lessons are expertly adapted so that pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, progress well from their starting points. This includes pupils who join the school with low starting points or partway through their primary education.

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

Pupils benefit from a wide range of enriching activities which enhance their learning and widen their horizons. Pupils are proud to be involved in decision-making. For example, the school council worked with leaders to improve the pupils’ toilets and this resulted in a change which had a positive impact on pupils’ comfort.

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

Pupils are encouraged to attend well, and many come to school often. Overall, pupils are well prepared for the next stage of their education and flourish as responsible citizens.

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Next steps

Leaders should work with staff to ensure gaps in pupils’ knowledge are addressed swiftly so that pupils achieve outcomes in national tests which are consistently in line with or above national averages for all groups of pupils. Leaders should continue to review and refine their procedures for tackling pupil absence so that recent improvements in attendance rates are sustained for all groups of pupils.

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About this inspection

The acting chair of the board of governors in this school is Dan Paton.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, the deputy headteacher, the special educational needs coordinator (SENCO), other leaders, staff, governors, the school’s improvement partner and representatives of the local authority and the archdiocese during the inspection. Inspectors also spoke with parents and carers and pupils. Inspectors considered the views

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Lead inspector:

Cleone Cunningham, His Majesty's Inspector

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Team inspectors:

Dawn Davies, Ofsted Inspector Sue Mills, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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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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236

of parents and carers to Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted's online staff questionnaire.

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236

The inspectors confirmed the following information about the school:

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236

This school is registered as having a Catholic religious character. It is in the Archdiocese of Liverpool. Its last section 48 inspection was in December 2023 .

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236

The school currently does not use any alternative provision.

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236

Headteacher: Jennifer Young Close to average

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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 6 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 needs support 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) 62% 62% Close to average

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average

2023/24 (final) 58% 61% Close to average

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average

2022/23 (final) 52% 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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national 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

2024/25 (final) 66% 72% Close to average

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average

2023/24 (final) 69% 72% 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

2024/25 (final) 69% 74% Close to average

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average

2023/24 (final) 69% 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) 52% 46% Close to average

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average

2022/23 (final) 53% 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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average

2023/24 (final) 67% 62% Close to average

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average

2022/23 (final) 63% 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) 69% 59% Close to average

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average

2023/24 (final) 67% 58% Close to average

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national average

2022/23 (final) 56% 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) 63% 61% Close to average

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average

2023/24 (final) 62% 59% Close to average

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average

2022/23 (final) 59% 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) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 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

2022/23 (3 term) 13.6% 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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