Pensby Primary School

Pensby Primary School

Address: Greenbank Drive, Pensby, Wirral, Merseyside, CH61 5UE Unique reference number (URN): 135497

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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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Attendance and behaviour Expected standard

Leaders prioritise attendance. Their work has had a successful impact on pupils and as a result, they attend regularly. Attendance is above the national average. This is mirrored in figures for disadvantaged pupils and those with special educational needs and/or disabilities. Such outcomes reflect leaders' actions and their trusting relationships with parents and carers. Leaders analyse attendance information carefully to identify which pupils require more support to attend school. Staff work with families to encourage positive routines and habits around coming to school. This work has helped to improve attendance across the school and for many pupils who may face additional challenges. Where attendance dips for some pupils or groups, leaders quickly put plans in place to provide additional support.

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Attendance and behaviour Expected standard

The school provides a calm, inclusive and welcoming environment. Leaders establish a positive culture for behaviour by modelling their school values. Pupils behave well. They benefit from established rules and routines which are consistently reinforced. Pupils are extremely polite, well-mannered and welcoming to visitors. During social times, pupils play well with one another, interact respectfully and show consideration for others. Staff and pupils do not tolerate bullying or discrimination of any kind. Staff deal with any concerns quickly, consistently and effectively, including online issues. As a result, pupils feel valued and listened to.

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Early years Expected standard

Children in the early years settle quickly, feel safe and enjoy learning. Routines in the early years are well established and support children to become independent learners. Relationships between staff and children, and between peers, are warm and nurturing. This helps children to feel safe and secure. Staff support children to take turns, share and take care of resources. Leaders place emphasis on children's wellbeing and develop positive relationships with families.

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Early years Expected standard

Leaders prioritise the curriculum in early years. The curriculum identifies the knowledge and skills children need to be ready for Year 1. It enables children to make encouraging progress from their starting points. Learning is carefully sequenced. It is supported by established and rigorous approaches to early reading and writing. The classroom environment supports children to apply their writing knowledge in different areas of learning. Children demonstrate sustained interest and perseverance in their activities because they match their interests. Leaders prioritise communication and language. Children demonstrate secure language development and learn new vocabulary in both adult-led activities and through play.

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Early years Expected standard

Staff use effective techniques to teach phonics each day. Consequently, children read simple words and enjoy the stories. Staff pay close attention to any gaps in children’s knowledge. They take timely action to address these. For example, to ensure that children are ready for Year 1, teachers provide additional support to children who need help with phonics.

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Inclusion Expected standard

Leaders know pupils well. From the moment pupils start school, staff identify any barriers to learning or wellbeing. Staff receive appropriate training to recognise and support pupils who experience difficulties with their emotional health and wellbeing. As a result, leaders provide timely and effective support that meets pupils’ individual needs.

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Inclusion Expected standard

Leaders respond quickly when pupils with special educational needs and/or disabilities require additional support with their learning. Teachers skilfully adapt their teaching to meet pupils’ needs, enabling pupils to make consistent progress. Leaders also use additional funding effectively to reduce barriers to learning for disadvantaged pupils. Consequently, pupils’ needs are met, and they typically make good progress from their starting points.

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Inclusion Expected standard

Leaders effectively remove barriers for pupils with emotional and mental health needs. For example, learning environments are adapted to help pupils manage their emotions and develop a strong sense of belonging. Leaders regularly review the impact of support and carefully monitor pupils’ progress. This ensures that pupils receive the right support at the right time, helping them to succeed and access the curriculum successfully alongside their peers.

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Leadership and governance Expected standard

Leaders have high expectations for all pupils. They know pupils and the community well. Leaders are committed to the school vision and ensuring pupils ‘belong, achieve and believe’. This vision enhances pupils’ sense of belonging. Leaders ensure that pupils' wellbeing is a priority.

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Leadership and governance Expected standard

Leaders take purposeful action to improve pupils’ attendance. Leaders focus on supportive measures to encourage pupils to be in school, such as soft starts and pastoral support. Leaders ensure that the needs of pupils with special educational needs and/or disabilities are swiftly identified and assessed. They monitor the progress of vulnerable pupils closely. They use this information effectively to allocate appropriate support and interventions.

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Leadership and governance Expected standard

Leaders have acted swiftly to identify priorities to improve pupils' attainment. They have focused on redesigning the curriculum to ensure it responds to pupils' needs. The impact of this can be seen in the early years and key stage 1. Leaders, including governors, are committed to seeing these changes translate into better academic outcomes for older pupils. Leaders provide staff with appropriate training to improve teaching. This is beginning to have an impact on pupils’ outcomes across the school. Despite the changes in curriculum and expectations of teachers, staff feel well supported by leaders. Staff workload is managed well.

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Leadership and governance Expected standard

Governors support school leaders effectively and meet their statutory duties. They have an accurate awareness of the school's strengths and priorities and hold leaders to account when necessary. Leaders and governors engage positively with parents and the wider community. Parents and carers value the community events and the care shown to their children.

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Personal development and wellbeing Expected standard

Leaders have implemented a well-designed personal development curriculum. Pastoral support reduces barriers to learning and wellbeing through a carefully considered offer. Leaders use pupil voice to identify where pupils feel less confident and adapt the curriculum accordingly. For example, in response, leaders prioritise healthy relationships and safety in the local area. The well-sequenced personal, social, health and economic curriculum helps pupils build important knowledge over time. Pupils have an age-appropriate understanding of keeping themselves safe online and in their communities. They understand the difference between healthy and unhealthy friendships.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils develop an understanding of equality, British values, and the diverse ways people live. Pupils benefit greatly from links with the co-located special school. This deepens pupils' understanding of difference. It also provides practical application of British values, such as mutual respect during shared playtimes.

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Personal development and wellbeing Expected standard

Pupils have meaningful opportunities for their voices to be heard. For example, the school council plays an active role in shaping school development. In addition, the eco council-lead assemblies and initiatives with pupils acting as recycling champions.

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Personal development and wellbeing Expected standard

Pupils reflect regularly on what they have learned and experienced. Opportunities to do this are built into the curriculum and leadership roles, such as 'bee kind' buddies and play leaders. Across the school, pupils grow in confidence, character and resilience. They know right from wrong and enjoy the many opportunities the school provides to help them learn about life beyond the classroom.

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Personal development and wellbeing Expected standard

Leaders’ commitment to opportunities beyond the classroom broadens pupils' school experience. Pupils benefit from a broad range of clubs including music, netball and cross- country, football, drama and ukulele. All pupils have an opportunity to showcase their talents through activities shaped by pupil voice.

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Achievement Needs attention

Over time, too many pupils have not achieved well by the end of key stage 2. This is reflected in the outcomes of older pupils. They have gaps in their basic knowledge and a limited understanding of essential concepts. This means that some pupils are not as well prepared for the next stage of their education as they should be. Pupils’ outcomes in the 2025 national tests were below national averages in reading, writing and mathematics. Leaders recognise these weaknesses and have redesigned the curriculum to address them. While improvements to the curriculum and teaching are beginning to have a positive impact, it is too soon to see the full effect on Year 6 pupils’ attainment.

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Achievement Needs attention

The impact of leaders’ actions is more evident in the early years and key stage 1. Younger pupils achieve well and make secure progress from their starting points. They acquire the essential knowledge and skills needed in reading, spelling and handwriting. Pupils achieve positively in phonics and early reading. They become increasingly fluent and accurate when reading texts matched to their phonics knowledge.

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Curriculum and teaching Needs attention

While leaders have taken appropriate action to improve the curriculum, the standard of teaching remains inconsistent. The quality of teaching in Years 1 to 6 is variable. Teaching does not typically support pupils to build knowledge successfully over time. This means pupils do not get the help they need to close gaps, particularly in mathematics. In some areas of the curriculum, teachers do not consistently use checks on learning accurately to help pupils correct their errors and some pupils are unclear about how to improve their work. At times, teachers do not deepen pupils' knowledge and vocabulary well enough. This means that some pupils do not build secure foundations for learning.

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Curriculum and teaching Needs attention

Leaders ensure that the curriculum is well-sequenced and take appropriate action to improve the effectiveness of teaching. They monitor the quality of teaching and identify areas for development. Staff have benefited from training that has enhanced their subject knowledge and improved their teaching practice. They adapt their teaching so that pupils with special educational needs and/or disabilities and disadvantaged pupils develop their understanding.

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Curriculum and teaching Needs attention

Leaders have prioritised essential knowledge in communication, early reading, writing and number. They ensure that pupils secure essential phonics knowledge. Leaders ensure that all pupils who need extra support in reading receive daily phonics teaching. This is having a positive impact and prepares younger pupils for the next steps in their learning.

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

Pupils in this school community are encouraged to achieve, believe in themselves and feel that they belong. This is championed by all staff who prioritise warm, nurturing relationships. Pupils benefit from staff and leaders who know them very well. This makes them feel safe and secure in school. They know how to share their worries and benefit from worry boxes and trusted adults who encourage them to talk through any concerns they have. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, attend school regularly.

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

Enjoyment is evident across the school day. Pupils in the early years settle quickly and meaningfully engage with a wide range of activities. They apply their learning and make effective progress in their development. Older pupils enjoy their learning and benefit from a range of activities including outdoor woodland experiences and practical scientific investigations. At times, pupils do not remember the basic knowledge taught in lessons, which leads to gaps in their learning. Therefore, some pupils have not always achieved as well as they could.

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

Pupils are highly motivated by the school token system and its house-based structure. Houses are named after local streets where pupils live. This makes behaviour incentives feel relevant and rooted in pupils' own community. Pupils relish responsibility and benefit from meaningful leadership roles. For example, the 'bee kind' buddies who are responsible for ensuring everybody plays well together, while the 'eco-council' have introduced 'no-waste Fridays'.

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

Younger pupils make good progress from their starting points. They learn to read fluently and develop a secure foundational knowledge. Some older pupils do not achieve as well.

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

Pupils behave and interact positively. They treat one another with respect and benefit from a calm learning environment. Pupils play well together at social times and are confident that the staff will support them when dealing with any conflict. Pupils do not worry about bullying as there are very few incidents which are dealt with well.

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Next steps

Leaders should ensure that teachers effectively identify and address gaps and misunderstandings in pupils' learning so that more pupils are better prepared for their next steps in education. Leaders should ensure that teachers support pupils to learn the knowledge, skills and vocabulary set out in the curriculum so that achievement improves for all pupil groups.

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About this inspection

The chair of the board of governors in this school is David Spencer.

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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 the headteacher, other school staff, members of the local governing body and a local authority school improvement officer. They also spoke with groups of pupils, visited a sample of lessons and looked at pupils' work across a number of curriculum subjects. Inspectors also spoke with some parents and carers during the inspection.

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About this inspection

The inspectors confirmed the following information about the school: The school currently uses no alternative provision.

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Team inspectors:

Jane Dennis, His Majesty's Inspector Christopher McDonald, 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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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

2023/24 (final) 53% 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

2024/25 (final) 72% 75% Close to average

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average

2023/24 (final) 71% 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

2023/24 (final) 74% 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

2023/24 (final) 71% 73% Close to average

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average

2022/23 (final) 66% 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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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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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

2023/24 (final) 50% 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

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 4.8% 5.2% 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

2024/25 (3 term) 10.5% 13.0% 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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