Cathcart Street Primary School

Cathcart Street Primary School

Address: Dover Close, Birkenhead, Wirral, Merseyside, CH41 3JY Unique reference number (URN): 105048

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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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Achievement Needs attention

By the end of Year 6, pupils' attainment in reading, writing and mathematics is below the national average for pupils. Some pupils with special educational needs and/or disabilities and those who may face other barriers to learning do not achieve as well as they should. Pupils are not fully prepared for their next steps in education.

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Achievement Needs attention

The renewed curriculum is beginning to improve pupils' achievement across different subjects. As a result, pupils are beginning to build secure knowledge and skills. For example, pupils in Year 6 confidently explain the skills needed to play tennis. Similarly, pupils in Year 2 compare two geographical locations, drawing on their knowledge of key geographical features.

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Achievement Needs attention

Pupils at the early stages of reading identify and read the sounds that letters represent with increasing confidence and accuracy. However, many pupils have gaps in their learning, especially in reading, writing and mathematics, which hinders their ability to succeed across the whole curriculum.

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Attendance and behaviour Needs attention

Pupils' attendance rates remain below the national average. Many pupils are persistently absent. This contributes to gaps in their knowledge and understanding. Leaders prioritise attendance across the school. They regularly communicate attendance expectations to parents and carers from the early years onwards. Leaders have processes to identify pupils whose attendance needs to improve. They provide families with tailored support and work in partnership with external agencies. For example, they have adapted the start of the school day to support some pupils, including those with special educational needs and/or disabilities and others who face barriers to their wellbeing, to begin the day calmly. This is beginning to show signs of success, with some individuals now attending school more regularly.

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Attendance and behaviour Needs attention

Many pupils behave well and enjoy their time at school. However, some staff do not consistently adhere to leaders' high expectations for pupils' behaviour. Therefore, some pupils do not demonstrate positive learning behaviours. Some pupils become disengaged or call out in lessons. This impacts their own and others' learning. Leaders' recent action, such as implementing a nurture provision, is benefiting those pupils who find managing their emotions difficult. Leaders take swift and effective action when discrimination, harassment or bullying occur.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of the strengths and weaknesses in the curriculum and how it is taught. As a result, they have recently implemented a revised and ambitious curriculum that sets out the knowledge and skills pupils will learn from the early years to Year 6. For example, children in the Reception Year apply their knowledge of phonics when writing simple sentences with increasing accuracy. This is because teachers teach the sounds that letters make in a logical order.

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Curriculum and teaching Needs attention

Teachers increasingly deliver the curriculum using similar approaches, but the impact of this on pupils' achievement is variable. For example, over time, leaders have not ensured that teachers make sure that basic skills in reading, writing and mathematics are taught consistently well. Teachers do not routinely spot and address misconceptions. This allows errors in learning to persist. Some teachers do not adapt teaching approaches well enough for pupils with special educational needs and/or disabilities and those who may face other barriers.

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Curriculum and teaching Needs attention

Leaders have put in place a programme of training and support to improve teaching and assessment across the school. This work is beginning to bear fruit. However, it is at an early stage. It is too soon to see its full impact on the quality of education that pupils experience.

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Early years Needs attention

Leaders have an accurate understanding of the weaknesses in the early years provision. Their actions to bring about improvement are suitable and are beginning to have an impact, although it is still early days. For example, the teaching of early reading in the Reception Year helps children apply their knowledge of letter sounds when writing sentences. This starts in the Nursery class, where staff teach children to recognise the initial sounds in words. Children explain how to partition numbers up to 10 and use this knowledge to solve simple calculations successfully. Even so, there is variability in the quality of education that some children in the early years receive. Some children do not gain the knowledge and skills they need to be fully prepared for Year 1.

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Early years Needs attention

The curriculum begins in the 2- and 3-year-old provision and identifies the knowledge and skills that children should learn. However, teaching does not consistently help all children, including those with special educational needs and/or disabilities and other barriers to learning, develop a wide vocabulary. Staff sometimes lack the expertise to develop children's vocabulary or to interact with children effectively.

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Early years Needs attention

Relationships between staff and children are kind and respectful. Staff ensure that children's welfare and safety are a high priority. This helps children feel secure.

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Inclusion Needs attention

Leaders have processes in place to quickly identify pupils with special educational needs and/or disabilities (SEND) and those who may face other barriers to learning or wellbeing. They check the progress that these pupils make through the curriculum. However, leaders have not ensured that teaching staff have consistently high expectations for all pupils and that teaching approaches meet pupils’ individual needs. Some pupils with SEND and those who face other challenges do not consistently receive the support that they need to overcome barriers and achieve well.

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Inclusion Needs attention

Leaders work effectively with external professionals, including educational psychologists and speech and language therapists. These specialists provide staff with practical guidance and training. Leaders organise a range of initiatives, such as the nurture provision, which is aimed at supporting pupils who have social, emotional and mental health needs. These approaches ensure that pupils feel settled and ready to access learning.

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Inclusion Needs attention

Leaders support pupils known, or previously known, to social care effectively. They regularly review pupils’ targets, so they accurately reflect their needs. Additional funding enables disadvantaged pupils to take part in educational visits and residential trips. Leaders use alternative provision well to improve pupils’ attendance, build their confidence and increase their engagement with learning.

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Leadership and governance Needs attention

Leaders and governors have an accurate understanding of the school's strengths and weaknesses. They have identified the right priorities and are taking the right actions to bring about positive change. Leadership capacity is improving and there are some early signs of improvement. For example, the curriculum is better organised, pupils' behaviour is improving and children in the early years are gaining a stronger start in terms of basic skills. However, it is too soon to see consistent and sustained impact of this work on pupils' achievement and personal development, including for pupils with special educational needs and/or disabilities and those who face other barriers to learning.

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Leadership and governance Needs attention

Although the school has undergone a period of instability in leadership and staffing, leaders have ensured that all decisions are made in pupils' best interests. Support from external professionals complements the professional learning programme offered to staff. This has led to some early improvements in the delivery of the curriculum.

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Leadership and governance Needs attention

Governors have the skills to fulfil their roles and responsibilities. Their expertise in areas such as finance and safeguarding means that they can challenge and support leaders appropriately. Governors meet their statutory duties because they have suitable processes in place to assure themselves of leaders' work to improve the school and to keep pupils safe.

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Leadership and governance Needs attention

Staff value the help that they receive to manage their workload and wellbeing. Leaders and governors work well with parents and carers. Parents appreciate the support and guidance they receive.

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Personal development and wellbeing Needs attention

Some pupils, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning or wellbeing, do not have an appropriate understanding of important values. Their knowledge of other cultures and faiths that may be different from their own lacks depth. This means that pupils are not as well prepared as they should be for life in diverse modern Britain. Leaders have recently introduced a suitable personal, social, health and economic education and relationships curriculum. This is beginning to address some of the gaps in pupils' knowledge.

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Personal development and wellbeing Needs attention

Opportunities to develop pupils' leadership and social skills are at an early stage. There are limited opportunities for pupils to take on roles of responsibility and make a tangible, positive difference to their school. Pupils benefit from a range of clubs, competitive sporting competitions and dance festivals, helping them to develop their talents and interests. Leaders track participation carefully so that as many pupils as possible, including disadvantaged pupils, access these opportunities. Some Year 6 pupils have experienced canoeing and zip-lining on a recent residential visit to help build resilience and independence. Visitors to the school enhance the curriculum and pupils' wellbeing. For example, leaders provide workshops for specific pupils to develop their confidence and self- esteem.

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Personal development and wellbeing Needs attention

Pupils learn how to identify and manage risk within and beyond the school. They confidently explain the importance of not sharing personal information online. Pupils learn about unhealthy relationships and consent in an age-appropriate manner. Leaders ensure that pupils learn how to manage their emotions. In the Nursery class, children learn to recognise and name feelings so that they can express how they feel. These approaches support pupils to build positive relationships and support their wellbeing. Pupils, including those with SEND and pupils who attend the nurture provision and Rainbow Room, benefit from well-targeted pastoral care. This helps them to feel secure.

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

Staff take the time to greet pupils warmly at the start of the school day. This helps pupils feel welcome. Some pupils benefit from an adapted, calm and connected start to the day. This gives them time to settle before lessons begin. Most pupils, including those who attend the Rainbow Room and the school's nurture provision, enjoy school.

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

Pupils are safe and feel safe. They have positive and trusting relationships with staff. Pupils know they can speak to a trusted adult who will help if they have a worry. Pupils know that bullying is not right. If any forms of bullying occur, leaders respond swiftly and effectively.

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

Leaders have high expectations for pupils’ behaviour. However, too often, some pupils, including children in the early years, do not understand or follow these expectations well enough. This is because some staff do not consistently apply the school's approach to managing behaviour. As a result, some pupils lose concentration and call out. This disrupts learning and limits pupils' engagement and enjoyment. Leaders have recently strengthened their work to improve attendance. Despite this, many pupils do not attend as regularly as they should.

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

In recent months, leaders have implemented a well-structured curriculum. This builds pupils' knowledge progressively year-on-year. This means that pupils are achieving better than they did in the past. Nevertheless, over time, leaders have not ensured that pupils, including children in the early years, secure the important knowledge and skills that they need in reading, writing and mathematics to prepare them well for the next stage in their education. In addition, some pupils with special educational needs and/or disabilities (SEND) and those pupils with other barriers to learning do not consistently receive the support they need to help them achieve well. Pupils, including those with SEND and those who may have other barriers, enjoy attending clubs such as football, cheerleading and choir. Pupils, including those who are disadvantaged, attend these clubs regularly.

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Next steps

Governors and school leaders should ensure that teaching approaches are well matched to pupils' needs, including those with special educational needs and/or disabilities and those who may face other barriers to learning, so that these pupils overcome obstacles to success and achieve well. Leaders should tackle the variability in teaching to reduce the gaps in pupils' learning, particularly in reading, writing and mathematics, so that they achieve as well as they should. Governors and leaders should continue their work to further reduce rates of persistent absence so that pupils attend regularly. Leaders should further ensure that the behaviour policy is consistently implemented by staff and understood by all pupils so that learning is not disrupted. Leaders, including governors, should continue to build capacity, so that the areas that need further attention are tackled swiftly and lead to sustained improvement over time.

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About this inspection

The chair of the board of governors in this school is Elizabeth Wynne.

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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

This inspection took place on 7 and 8 July 2026 . 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 leaders, staff, pupils, governors, including the chair of the governing body, a representative from the local authority and the school's improvement partner.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses 2 unregistered alternative provisions.

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About this inspection

The school has undergone considerable change since the last inspection, including changes in staffing and leadership. The current headteacher took up post in April 2025.

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Lead inspector:

Deborah Walters, His Majesty's Inspector

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Team inspectors:

Michelle Beard, Ofsted Inspector Rebecca Jewitt, His Majesty's 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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Persistent absence

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

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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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