Schools & FE · Report card

Evelyn Community Primary School

Inspected 23 Jun 2026 · published 24 Sept 2026 · URN 104446

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Summary

No overall grade in this frameworkSafeguarding met

Neil Johnson (lead), Janette Walker, Sarah Gower-Jones

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
23 Jun 2026
Inspectors verified
Janette Walker, Neil Johnson, Sarah Gower-Jones
Postcode verified
L34 2SP
Name on report verified
Evelyn Community Primary School
Safeguarding verified
Met
URN verified
104446

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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
InclusionStrong
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.

+72Very positivemore positive than 49% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyhighly effectivevery wellsuccessfullythriveconsistentlysupportive

Criticismconcernspersistently absentgapsinconsistencieslowererrorsstrugglebelow

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1593w+74
Leadership242w+82
Safeguarding51w−11
What needs to improve91w−14

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

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

Anatomy of the report

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

Pages: 16
Words of findings: 1,974; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 7%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 33%

Full report text

Evelyn Community Primary School

Address: Evelyn Avenue, Prescot, Merseyside, L34 2SP Unique reference number (URN): 104446

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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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Inclusion Strong standard

Leaders have an unrelenting commitment to reduce any barriers to pupils’ learning or wellbeing. When pupils join the school, leaders quickly identify any barriers to learning. They build their knowledge of pupils’ needs through positive relationships and accurate assessment checks. Leaders design thoughtful, targeted support to get pupils the help that they need. They act quickly to change any strategies that do not bring about the success needed. As a result, pupils with barriers to their learning and/or wellbeing thrive.

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Inclusion Strong standard

Leaders use highly effective, research-led strategies to support those pupils who are disadvantaged. For example, they provide additional funding so that pupils do not miss out on enriching visits. Furthermore, leaders provide sharply focused support to develop pupils’ English and mathematical knowledge. Consequently, disadvantaged pupils achieve very well.

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Inclusion Strong standard

In response to a growing number of pupils with special educational needs and/or disabilities, leaders have strengthened staff’s skills. They have worked with specialists to ensure that staff can provide the support that pupils need to succeed. For instance, staff work proactively and thoughtfully with pupils in one-to-one sessions or provide access to the sensory room. This support consistently benefits pupils who face barriers to their learning or wellbeing. In lessons, the impact of leaders’ highly effective professional learning is seen through high-quality adaptations to learning that meet pupils’ needs.

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Achievement Expected standard

For the most part, pupils, including those with special educational needs and/or disabilities, achieve well. They achieve results that are consistently above national averages for reading and mathematics in the tests at the end of Year 6. Pupils achieve very well in the grammar, punctuation and spelling tests. As such, they are prepared effectively for the next stage of their learning.

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Achievement Expected standard

However, the number of pupils who pass the phonics screening check in Year 1 has been below average. Leaders’ timely actions have addressed this but this is not reflected in published outcomes. Pupils in lower key stage 2 and key stage 1 sometimes make errors in their writing that are not addressed quickly enough.

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Achievement Expected standard

Pupils typically progress well through the wider curriculum. For example, in computing, pupils apply prior learning on coding to programme a model animal to move. In design technology, pupils learn how to make bread. As result of a balanced curriculum, pupils generally develop a breadth of appropriate knowledge.

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Attendance and behaviour Expected standard

Leaders work with relentless focus and precision to improve pupils’ attendance at school. As a result of this targeted work, pupils’ attendance improves. The focus on rewards, along with leaders’ tenacious and thoughtful approaches, brings about this success. Typically, pupils’ attendance, including that of pupils with special educational needs and/or disabilities and those who are disadvantaged, is close to the national average. Leaders continue to improve attendance over time. For pupils who are persistently absent from school, leaders work effectively with families to identify and successfully resolve barriers to attendance. As a result, the number of pupils who are persistently absent from school decreases.

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Attendance and behaviour Expected standard

Leaders create a school in which pupils are well-mannered and full of kindness. Leaders use the school value of respect to ensure that pupils make the right choices for themselves and those around them. Pupils know that bullying is rare. The school does not accept unkind or discriminatory language. Pupils have full confidence in staff to resolve any concerns quickly and effectively. Pupils apply themselves keenly to their learning. Those who need additional support to stay focused on their learning receive help from specially trained staff. Consequently, they do not fall behind in their work.

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Curriculum and teaching Expected standard

Leaders have worked effectively to strengthen the curriculum. As such, the curriculum is ordered logically. It builds knowledge over time. On the whole, teachers have secure subject knowledge. They use this effectively to present new information. Teachers usually choose learning activities carefully. They provide helpful examples that show pupils how to complete their work independently.

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Curriculum and teaching Expected standard

Typically, teachers make timely and appropriate checks on what pupils know and can do. This helps to address any misunderstandings. For those that struggle to understand new learning quickly, staff make positive use of a range of targeted support strategies. These include the use of adaptations such as pencil support grips, lecterns and visual aids. These supportive strategies mean that pupils successfully access their learning alongside their peers.

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Curriculum and teaching Expected standard

On the whole, teachers ensure that pupils have the reading and mathematical knowledge that they need to access current and future learning. However, despite improvements to phonics teaching, there remain some inconsistencies in how sounds are modelled. These hamper how quickly some pupils learn to read. Furthermore, some gaps in pupils’ writing and punctuation knowledge are not addressed as quickly as they should be. Leaders have taken appropriate action to put this right.

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Early years Expected standard

Children have positive relationships with the staff who support them in the early years. They are happy and safe. Leaders review and refine the curriculum in the early years. For example, they identify essential reading books for each year group. Children quickly become familiar with a range of texts. They enjoy reciting their favourite nursery rhymes. Typically, children have positive attitudes towards reading. In most cases, leaders plan carefully what they want children to know. This is most notable in number work and phonics. However, in some areas of learning, leaders do not identify precisely the smaller building blocks of knowledge. This means that, on occasion, staff are less clear about what they want children to learn.

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Early years Expected standard

For the most part, leaders make effective checks of what children know and can do when they join the school. For example, they carry out home visits or visits to other settings. This supports children to make a positive start. Where children need additional support, staff typically provide it effectively. As a result, children make a positive start to their school career.

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Early years Expected standard

Leaders establish positive relationships with parents and carers. They share information about their children’s progress. Leaders provide parents with guidance on phonics practice and toilet training, for example.

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