Thingwall Primary School

Thingwall Primary School

Address: Pensby Road, Thingwall, Wirral, Merseyside, CH61 7UG Unique reference number (URN): 149933

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 Strong standard

Pupils attend school regularly and on time. Their attendance rates are consistently above the national average. Leaders take a meticulous approach to tackling absence. They work closely with families and swiftly implement appropriate support to improve pupils' attendance when needed. As a result, the attendance of all pupils, including those with special educational needs and/or disabilities (SEND) and those who face challenge in their lives, has improved over time. Very few pupils are persistently absent from school.

p.2

Attendance and behaviour Strong standard

Pupils behave consistently well. They demonstrate high levels of respect for each other and for staff during lessons. Pupils greet unfamiliar visitors to school with courtesy and demonstrate their impeccable manners. They move around the building calmly, following the well-established routines that are in place. Pupils, including those with SEND, show care for each other. They listen attentively to each other and take turns to answer questions. Pupils show maturity as they decide which games to play at social times using the ‘solve it together’ technique. This prevents disagreements and helps pupils to learn the art of compromise. They consider the views of others consistently well. Bullying and other forms of discrimination are dealt with quickly and successfully.

p.2

Personal development and wellbeing Strong standard

Pupils are confident, enthusiastic and thoughtful young citizens. They embrace the opportunities that arise from the well-thought-out programme to promote their personal development and wellbeing. Pupils’ compassion and care for others are celebrated through the school’s successful intergenerational project. Leaders have implemented a partnership with a local care home that links meaningfully with the curriculum. Pupils learn about life in the past and the qualities needed to be successful in life.

p.2

Personal development and wellbeing Strong standard

Pupils work with the local Member of Parliament to understand democracy. They vote to choose which book to listen to at story time. Pupils secure positions of responsibility across the school and lead assemblies. They understand what makes a healthy relationship and celebrate that everyone is different. Pupils recognise that discrimination has no place in society. They gain a secure understanding of fundamental British values. Pupils learn to perform songs using sign language and know some people have hidden disabilities. They show deep respect and tolerance for others.

p.2

Personal development and wellbeing Strong standard

Participation in the school’s broad extra-curricular offer is carefully tracked. As a result, every pupil, including those with special educational needs and/or disabilities and those who are disadvantaged, attends at least one club over the school year. These clubs develop skills and nurture talents. For example, pupils attend kindness club, astronomy club and play football. Pupils access gardening club at lunchtime and grow vegetables that they prepare, cook and eat. Educational visits enrich the taught curriculum. For instance, pupils take part in an archaeological dig linked to their learning about the Stone Age.

p.2

Personal development and wellbeing Strong standard

Pupils are taught how to stay safe, including when working online. They receive pastoral care that is highly effective. This helps pupils to feel safe. Leaders ensure that pupils receive

p.2

Expected standard

timely support when they need help. Pupils can name a trusted adult who they would speak to in times of need. Well-trained adults support those who face challenge in their lives well.

p.3

Achievement Expected standard

Pupils typically progress well through the curriculum. They build key knowledge and vocabulary over time. Pupils use this knowledge well to talk about their learning and discuss their ideas. Pupils recall a wealth of knowledge across the curriculum. They produce detailed and high-quality artwork and make links with artists and events in history. For example, they recall the architecture and artwork of Hundertwasser when studying the Second World War.

p.3

Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, learn to read and use number well. However, pupils’ achievement in writing is more variable. Sometimes, they form letters incorrectly and do not spell accurately. This hinders their success in communicating their ideas clearly and fluently in English and across other subjects. Even so, by the time they leave school in Year 6, pupils attain as well as, and in some cases better than, other pupils in reading, mathematics and writing. Pupils are suitably prepared for the next stage of their education.

p.3

Curriculum and teaching Expected standard

Leaders have implemented a broad and balanced curriculum. They have carefully considered the knowledge that pupils need to know and when this should be taught. Leaders ensure that staff are well trained to deliver the curriculum.

p.3

Curriculum and teaching Expected standard

Teachers typically ensure that pupils secure the basic skills and vocabulary they need to learn well. Generally, they teach pupils to read fluently through a systematic approach to phonics. Teachers ensure that the books pupils read are well matched to their reading ability. They provide pupils with the resources that they need to access the mathematics curriculum and secure their knowledge. Teachers promote speaking and listening in lessons to help pupils develop their ideas. Teachers adapt their teaching to ensure that pupils with special educational needs and/or disabilities (SEND) or others with barriers to learning can access learning.

p.3

Curriculum and teaching Expected standard

At times, teachers do not identify the gaps that some pupils have in their writing skills. This means that these pupils do not consistently receive the help they need to write accurately. Occasionally, the activities that teachers provide for pupils, including those with SEND, are not as well designed as they could be to secure a depth of understanding.

p.3

Curriculum and teaching Expected standard

Leaders ensure that teachers make connections across subjects to help pupils learn. For example, in history, teachers make links to the Viking heritage of the area. This brings the curriculum to life.

p.3

Early years Expected standard

Leaders’ well-thought-out curriculum identifies the key knowledge and skills that children need to learn across all areas of learning. The curriculum draws on the experiences that children bring with them.

p.4

Early years Expected standard

Typically, children, including those with special educational needs and/or disabilities, secure the basic skills they need to be successful in the early years. They learn to read using phonics and use their knowledge of number well. Children listen to stories and write letters to their buddy. They rehearse their ideas out loud before they write. Children learn about self-care as they bathe a doll in water. They thread beads to develop their fine motor skills. Children enjoy riding the bikes and cooperate well with each other.

p.4

Early years Expected standard

Children benefit from well-thought-out routines as they move between activities. Generally, staff interact purposefully with children to develop their communication skills and develop their thinking further. However, staff sometimes do not reinforce learning well enough. For example, they do not quickly resolve the difficulties that some children have with forming letters. At times, the activities that staff design do not help children to learn what has been intended.

p.4

Early years Expected standard

Children are safe in the early years because of the well-established care practices in place. Staff communicate with parents and carers to ensure that transition into school works well. On the whole, children achieve well in the early years and are well prepared for Year 1.

p.4

Inclusion Expected standard

Leaders quickly identify pupils’ needs when they start school. Well-trained staff gather information to ensure that pupils with special educational needs and/or disabilities (SEND) receive the right support. Leaders ensure that staff adapt their teaching and provide a range of resources so that pupils can learn successfully. Leaders review the impact of this help with parents and carers.

p.4

Inclusion Expected standard

Pupils who face other barriers to their learning receive timely support. Leaders work with a wide range of specialists, including speech therapists, to provide pupils with targeted help. This enables pupils to access the curriculum and learn well.

p.4

Inclusion Expected standard

Leaders support those who face challenge in their lives by arranging extra wellbeing support. Pupils work with key adults in school and access a wide range of multi-agency support when needed. Leaders provide a range of therapies that help pupils to manage their anxieties. Pupils are supported well to manage their emotions.

p.4

Inclusion Expected standard

Leaders ensure that the pupil premium funding is used effectively. Targeted support helps disadvantaged pupils to narrow the gaps that they have in their basic skills of reading, number and writing. It also means that disadvantaged pupils can participate in the enrichment activities on offer.

p.4

Leadership and governance Expected standard

Leaders and those with responsibility for governance understand the strengths of the school and the areas that require improvement. For example, they have secured high attendance rates and reduced persistent absence over time. This includes for pupils with special educational needs and/or disabilities (SEND). Leaders have also implemented a well- intended and purposeful programme that successfully supports pupils’ personal development and wellbeing. They ensure that pupils have meaningful opportunities to make links across the community, which helps them to thrive. Leaders’ work reduces the barriers that some pupils face in their lives.

p.5

Leadership and governance Expected standard

Leaders ensure that regular checks on the school’s work are in place. They typically use this information to ensure that staff are well supported to teach the curriculum. However, they do not consistently check that teachers identify the gaps that some pupils have in their writing skills.

p.5

Leadership and governance Expected standard

Leaders are highly visible across the school community. They speak to parents and carers and provide appropriate support for families at times of need. Leaders provide suitable professional learning to help staff deliver the curriculum well. They draw on skills from within the trust to develop leadership roles across the school and build expertise successfully. Leaders consider staff's workload and wellbeing carefully. As a result, staff are overwhelmingly positive about being a member of the school.

p.5

Leadership and governance Expected standard

Those with responsibility for governance understand and carry out their statutory duties well. They draw on their wide range of skills to support and challenge leaders effectively. Safeguarding is prioritised. Leaders ensure that the school remains at the heart of the community it serves.

p.5

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

Pupils are proud to be part of this school. They attend regularly. Warm, nurturing relationships exist between pupils, parents, carers and staff. Pupils are happy and safe. They make friends easily. Pupils are confident and compassionate young people. They demonstrate the school’s values in their actions towards each other. Pupils express their ideas confidently and listen respectfully to the views of others. Those with special educational needs and/or disabilities receive the help they need to reduce the barriers they face to learning.

p.5

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

Pupils behave consistently well. Bullying is rare and is dealt with swiftly by leaders. Pupils enjoy playing on the large playground where they take part in team games cooperatively. They challenge each other with good humour when playing on the fixed board games. Pupils manage their emotions well. They have trusted adults they can speak to when they need help.

p.5

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

Pupils display positive attitudes to learning and settle to their work quickly. They develop independence. Children in the early years typically learn to read, write and use number well. Pupils learn a range of life skills, including how to look after money. They run enterprise projects to make the small budget they receive grow through their actions. Pupils donate the money they make to a charity of their choice. They learn about future careers and the skills they need to be successful. Typically, pupils achieve well across the school’s curriculum. They are well prepared for their next steps in learning.

p.5

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

Pupils are active citizens in the school community and undertake leadership roles. They benefit from the extensive opportunities beyond the classroom. These enable them to develop their skills in sport, music and the arts. They take part in sports competitions and music concerts. Overall, pupils at this school are well prepared for life in modern Britain.

p.6

Next steps

Leaders should ensure that teachers consistently design and deliver activities that enable pupils, including those with special educational needs and/or disabilities, to secure and deepen their knowledge over time. Leaders should ensure that teachers across the school reinforce accurate letter formation and correct spelling so that the gaps in pupils’ writing knowledge close swiftly and they write fluently and accurately across the curriculum. Leaders should ensure that staff in the early years consistently design activities that enable children to learn the content of the curriculum so that they are even better prepared for their move into Year 1.

p.6

About this inspection

The school is part of Oak Trees Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tony Lacey, and overseen by a board of trustees, chaired by Jane Owens.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

The inspection took place on 14 and 15 July 2026.

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher and other school leaders. They also spoke with trust leaders, representatives of the local governing body, trustees and the CEO of the multi- academy trust. Inspectors held meetings with a representative from the local authority and the school’s improvement partner.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This is the first inspection since the school joined the multi-academy trust.

p.6

About this inspection

The school does not make use of any alternative provision.

p.6

Team inspectors:

Lisa Hesmondhalgh, Ofsted Inspector Nicky Parkinson, Ofsted Inspector

p.7

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

p.7

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.

p.7

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.

p.7

What does this mean?

National average: 300 Headteacher: Danelle Evans

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

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.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

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.

p.12

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

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.

p.14

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.

p.14

national average

2024/25 (3 term) 4.8% 5.2% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

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.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

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 .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15