Schools & FE · Report card

Mendell Primary School

Inspected 7 Jul 2026 · published 15 Sept 2026 · URN 149930

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Summary

No overall grade in this frameworkSafeguarding met

Frith Murphy (lead), Gill Jones

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
7 Jul 2026
Inspectors verified
Frith Murphy, Gill Jones
Postcode verified
CH62 7HN
Name on report verified
Mendell Primary School
Safeguarding verified
Met
URN verified
149930

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

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

+68Positivemore positive than 41% of reports of this type

In line with other reports of this type.

Praiseeffectiveeffectivelypositivefeel safeconfidentlyhappysecure knowledgeclear

Criticismconcernsnot alwaysnot yetgapsnot effectivenot preciselynot secure

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1583w+73
Leadership234w+74
Safeguarding51w−11
What needs to improve28w−41

Strengths

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Concerns

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No strong criticism found.

Next steps

Quoted from the report. Tap to see it on the page.

Leaders should ensure that teachers use assessment information effectively to adapt learning for pupils who are not yet secure in early reading and writing, or have gaps in p.5

What the report dwells on

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

Leadership & governance24
“Leaders have set a clear and ambitious direction for curriculum and teaching.” p.2
Curriculum12
“Leaders have set a clear and ambitious direction for curriculum and teaching.” p.2
SEND & inclusion9
“Most pupils, including those with special educational needs and/or disabilities, access the curriculum successfully and achieve well.” p.3
Teaching & assessment9
“Leaders have set a clear and ambitious direction for curriculum and teaching.” p.2
Progress & outcomes9
“Most pupils, including those with special educational needs and/or disabilities, access the curriculum successfully and achieve well.” p.3
Communication & language8
“They demonstrate secure understanding and talk confidently about their learning.” p.2
Reading & phonics7
“Leaders should ensure that teachers use assessment information effectively to adapt learning for pupils who are not yet secure in early reading and writing, or have gaps in” p.5
Attendance6
“Leaders monitor attendance closely and act quickly when concerns arise.” p.2

Anatomy of the report

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

Pages: 15
Words of findings: 1,893; about usual (typical 1698)
Reading level: Hard; Flesch 44, typical 43
Average sentence: 13 words
Next steps: 1; typical 3
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 35%

Full report text

Mendell Primary School

Address: Allport Lane, Bromborough, Wirral, Merseyside, CH62 7HN Unique reference number (URN): 149930

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

Achievement Expected standard

Typically, pupils achieve well across the curriculum and are ready for the next stage of their education. Most pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), develop secure knowledge in reading, writing and mathematics. They read accurately and fluently from books closely matched to their reading knowledge. Pupils who need additional practice benefit from effective support. Most pupils develop writing knowledge and skills securely over time. A small number of pupils would benefit from developing greater fluency in early reading and writing. That said, published outcomes in national tests at the end of Year 6 are typically in line with or above national figures.

p.2

Achievement Expected standard

In other subjects, such as geography and art and design, pupils build knowledge securely over time and apply their prior learning effectively. They demonstrate secure understanding and talk confidently about their learning. Pupils with SEND make progress from their starting points.

p.2

Attendance and behaviour Expected standard

Leaders prioritise attendance. They have clear systems to identify pupils who face barriers to regular attendance and provide support at the right time. Typically, pupils attend well, including pupils who are disadvantaged or those with special educational needs and/or disabilities. However, some pupils miss school more regularly than is seen nationally. Leaders monitor attendance closely and act quickly when concerns arise. Their work with families, including attendance plans, regular communication and home visits, is helping pupils who are absent most often to attend more regularly. Leaders give particular attention to vulnerable pupils and respond sensitively to individual circumstances. Leaders continue to tackle punctuality so that pupils do not miss essential learning at the start of the day.

p.2

Attendance and behaviour Expected standard

Pupils behave very well and contribute to the welcoming atmosphere across the school. They settle quickly and engage readily in learning. Across the school, pupils show respect and kindness towards others. Relationships between pupils and staff help create a purposeful environment for learning. Leaders have established clear expectations and support pupils well to meet them. They make appropriate adjustments for pupils with additional needs. Pupils understand that bullying, discrimination and unkind behaviour are not acceptable. Leaders deal with any concerns promptly and effectively. As a result, pupils feel safe and learning is not disrupted.

p.2

Curriculum and teaching Expected standard

Leaders have set a clear and ambitious direction for curriculum and teaching. They ensure that the curriculum is designed well and taught consistently across the school. They check its effectiveness and address any areas for further improvement. This helps pupils gain secure knowledge to help them with later learning. The curriculum sets out the important knowledge, vocabulary and skills that pupils need to learn. In the early years and key stage 1, staff prioritise language, communication, reading and writing. This helps pupils to develop the skills they need to access learning across the wider curriculum. Teaching supports pupils to revisit important ideas and build on prior learning. Effective teaching supports pupils to develop their knowledge step-by-step. Staff explain new learning clearly and use questioning to check and deepen pupils' understanding. Pupils practise and apply what they have learned.

p.2

Curriculum and teaching Expected standard

Most pupils, including those with special educational needs and/or disabilities, access the curriculum successfully and achieve well. Staff assess pupils' learning regularly and use this information to guide teaching. However, for some pupils at the earliest stages of reading and writing, the curriculum does not take sufficient account of their prior knowledge and skills. As a result, teaching does not always build precisely on what these pupils know and can do.

p.3

Early years Expected standard

Leaders have established an effective early years provision through careful attention to the learning environment and the experiences available to children. The indoor and outdoor areas provide rich opportunities for children to explore and learn. The curriculum fosters curiosity and supports development across all areas of learning. Resources encourage children to explore early mathematics, writing and imaginative play. Children engage enthusiastically in activities such as making potions, mixing colours and caring for plants to protect them from drought.

p.3

Early years Expected standard

Teaching is effective. Staff make the most of daily interactions to extend children's thinking and understanding. They introduce new vocabulary, ask questions that deepen learning and encourage children to talk through their ideas. This emphasis on communication helps children become confident learners and supports their wellbeing and development.

p.3

Early years Expected standard

Children are happy, settled and keen to learn. They play cooperatively, follow routines well and use learning spaces purposefully. Most children achieve well from their starting points and are prepared appropriately for Year 1. Leaders and staff seek to meet the needs of all children. However, for a small number of children at the earlier stages of reading, learning activities are not matched closely enough to their needs. This means that opportunities for focused practice are sometimes less effective in helping them secure key knowledge and skills.

p.3

Inclusion Expected standard

Inclusion shapes the day-to-day life of the school. Leaders pay close attention to pupils' individual needs and act quickly when concerns arise. They use assessment information, regular reviews and communication with staff and families to identify any barriers to learning and wellbeing. This helps pupils to receive the right support at the right time. Most pupils with special educational needs and/or disabilities learn confidently alongside their classmates and many participate in a range of enrichment opportunities. Staff understand the needs of pupils and provide effective support. This helps pupils to build confidence and make progress from their starting points. Leaders use additional funding to support disadvantaged pupils. For example, they provide extra support in Reception to help children to achieve well. Leaders give appropriate support to pupils who are known, or have previously been known, to social care. This helps these

p.3

Inclusion Expected standard

pupils to feel safe, included and ready to learn. The school's inclusive approach helps most pupils overcome any barriers they may have and take a full part in school life.

p.4

Leadership and governance Expected standard

Leaders have a clear understanding of what is working well and the areas that need further development. They review the school's work carefully and use what they find to identify priorities that are in the best interests of pupils. Leaders identify what needs to improve, act promptly and review the impact of their actions regularly. They respond appropriately when improvements are needed. As a result, the school continues to improve.

p.4

Leadership and governance Expected standard

The trust plays an important role in the school's development. It knows the school well. Trust leaders provide support and challenge that help leaders to strengthen the curriculum and improve pupils' experiences. Local governors and trustees carry out their responsibilities and contribute to the school's ongoing development. They understand the school's priorities. Together, they ensure that statutory duties are met.

p.4

Leadership and governance Expected standard

Staff are proud to work at the school and value the support that they receive from leaders. Workload and wellbeing are carefully considered. Training for staff links closely to the school's priorities and helps staff to develop their knowledge and skills. The trust creates opportunities for staff to learn from colleagues and share effective practice. Staff value these opportunities. This helps them to deliver the curriculum effectively.

p.4

Leadership and governance Expected standard

Leaders work closely with parents and carers and maintain positive relationships with families. The school works with other schools and professionals to improve pupils' experiences and strengthen practice. These partnerships support the school's continued development and improvement.

p.4