Dovecot Primary School

Dovecot Primary School

Address: Grant Road, Liverpool, Merseyside, L14 0LH Unique reference number (URN): 130296

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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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Early years Expected standard

Leaders are knowledgeable about the early years and prioritise giving children a positive start to their school life. They use their understanding to provide a broad, well-organised curriculum that is designed to provide children with knowledge and skills that they need for their future learning.

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Early years Expected standard

Leaders ensure that the early years curriculum is taught well. Teachers place an emphasis on the development of early communication and language skills. They interact consistently with children to model the language they want them to use. Staff extend children’s vocabulary and prompt them to choose words carefully, when speaking and writing sentences. Staff teach phonics consistently well. Children use their phonics knowledge to read with increasing accuracy. Teachers provide opportunities during the school day for children to practise the things they have been learning. As a result, children develop the language and vocabulary they need to communicate with increasing confidence. They develop the early mathematical knowledge they need to count fluently. Children, including those with special educational needs and/or disabilities, are prepared well for the transition to Year 1.

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Early years Expected standard

Leaders ensure that care practices are appropriate. Children are happy and safe. They develop the social skills they need to get along with their classmates.

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Inclusion Expected standard

Leaders have identified that some pupils face multiple barriers to their learning. Leaders prioritise working with parents and carers to gain a secure understanding of each pupil. When necessary, leaders draw on the advice of external agencies to ensure that any barriers are reduced effectively.

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Inclusion Expected standard

Leaders use additional funding, such as the pupil premium grant, to support disadvantaged pupils. They ensure that staff have the expertise they need to identify and support pupils, who need extra help with their language and communication skills. Leaders ensure that disadvantaged pupils also receive extra help to develop their phonics knowledge when needed. As a result, disadvantaged pupils typically develop the phonics knowledge they need to read with increasing accuracy.

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Inclusion Expected standard

Leaders ensure that staff are trained to identify and meet the needs of pupils with special educational needs and/or disabilities. This includes supporting pupils to recognise and manage their emotions during the school day. Staff have identified that some pupils have sensory needs. They provide them with the support they need to feel secure. This enables pupils to be calm and ready to learn.

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Inclusion Expected standard

Leaders work with external professionals to ensure that pupils, who are known to social care, receive the pastoral and academic support they need.

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Personal development and wellbeing Expected standard

Leaders use their understanding of the school’s context to provide a coherent programme of personal development. They enhance the curriculum with well-considered activities, such as residential trips, where pupils learn to work together and overcome challenges. Pupils take part in art workshops, experience trips to the theatre and perform in the school choir. Leaders organise workshops, where pupils share their computing knowledge with older members of the community. Pupils learn about possible careers from a range of local employers. These activities broaden pupils’ experiences and raise their aspirations. Pupils develop an understanding of the faiths and cultures that make up their school and local community. This helps prepare them for life beyond school.

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Personal development and wellbeing Expected standard

Pupils learn about healthy relationships at an age-appropriate level. They understand the principle of consent and how their bodies change as they get older. Leaders ensure that online safety is embedded in the curriculum. Pupils learn to recognise scams and understand the dangers associated with clicking on unknown links and sharing personal information. Leaders organise sessions on crime reduction and civic responsibility. Pupils learn about the dangers of open water, how to cycle safely and how to cross the road with care. These activities help pupils learn how to stay safe in their local community.

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Personal development and wellbeing Expected standard

Leaders ensure that fundamental British values are woven through the curriculum. Pupils understand that some groups of people are protected from discrimination by the law. Pupils learn the importance of a healthy lifestyle and are knowledgeable about strategies that support positive mental health. Leaders provide comprehensive pastoral support for pupils and their families. Pupils know where to find help if they need it.

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Personal development and wellbeing Expected standard

Leaders make sure that every aspect of the school’s personal development offer is open to all groups of pupils, including those facing disadvantage and those with special educational needs and/or disabilities.

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Achievement Needs attention

Although pupils learn well in some subjects, they do not typically build the key knowledge and skills they need to be ready for the next stage of their education. For example, pupils have gaps in their mathematical knowledge and they do not develop the skills they need to write with fluency across the curriculum. This is reflected in below-average attainment in national assessments at the end of key stage 2, including for disadvantaged pupils. Pupils’ attainment in the Year 4 multiplication times table check is also below the national average.

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Achievement Needs attention

Attainment in the Year 1 phonics screening check has improved steadily over time and is now broadly in line with the national average. Pupils use their phonics knowledge effectively to read with increasing confidence and enjoyment across the curriculum. Pupils with special educational needs and/or disabilities typically make appropriate progress from their starting points.

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Attendance and behaviour Needs attention

Leaders have a detailed understanding of attendance and behaviour across the school. They take action to reduce any barriers to positive attendance. However, attendance remains consistently below the national average. Leaders communicate the importance of positive attendance to parents and carers. They follow attendance closely and identify pupils whose absence is becoming a cause for concern. Leaders work with families to reduce barriers and they coordinate the work of external agencies to provide wider support when needed. In some cases, this work has led to improved attendance for individual pupils. However, levels of persistent absence remain high with little sign of improvement over time.

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Attendance and behaviour Needs attention

Pupils follow the school’s well-established rules and routines. They generally behave well and engage with learning. However, there are times when some pupils do not participate well in lessons. Staff apply rules consistently and treat pupils fairly, including those with special educational needs and/or disabilities. When behaviour does not meet expectations, staff help pupils to think about their actions and make amends when they need to. This contributes to a calm and orderly environment across the school.

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Attendance and behaviour Needs attention

Pupils are knowledgeable about different types of bullying. They trust staff to deal with any issues effectively. Suspension is considered carefully and used appropriately.

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Curriculum and teaching Needs attention

Leaders understand the quality of curriculum and teaching across the school. However, they have not acted swiftly enough to bring about the improvements that are needed. As a result, there are inconsistencies in teaching that have a negative impact on pupils’ achievement. For example, teachers do not use assessment well enough to check pupils’ understanding and provide them with the information they need to improve their work. Added to that, some learning activities are not matched well enough to the curriculum content. Leaders do not ensure that teachers prioritise the closing of gaps in pupils' knowledge before moving on to teach new concepts. This includes the key knowledge that pupils need in mathematics and writing.

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Curriculum and teaching Needs attention

In contrast, leaders’ actions have brought about improvements in the design of the curriculum. The curriculum is well organised and structured to build pupils’ knowledge over time. Leaders' work has led to phonics being taught consistently well across the school. Leaders ensure that staff understand how to adapt learning for pupils with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Leaders understand the school’s strengths and areas for development. However, they do not deal with weaknesses in the school quickly or effectively enough. Leaders do not ensure that staff have high enough expectations of what pupils can achieve. When pupils do not engage with lessons, leaders do not ensure that there is a sharp enough focus on pupils catching up on learning that has been missed. Additionally, leaders do not ensure that teachers use assessment strategies effectively to identify misconceptions in pupils’ work.

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Leadership and governance Needs attention

Governors are supporting the school through a turbulent period. They are particularly mindful of the wellbeing and workload of leaders and staff. However, they do not challenge leaders sufficiently on matters relating to the curriculum and teaching. As a result, pupils do not receive the quality of teaching that they need to achieve well.

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Leadership and governance Needs attention

Leaders provide staff with a programme of professional learning designed to develop expertise across all areas of their work. Teachers have access to national qualifications and work extensively with their local network of schools. Leaders provide opportunities for staff to visit other schools and learn from good practice. Leaders and governors are committed to building partnerships with the community. They ensure that the school plays a central role in supporting local families. For example, the school hosts city-wide events that provide valuable information, advice and support.

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

Pupils benefit from the broad curriculum provided by the school. They enjoy learning and talk with understanding and enthusiasm about the things they have learned. Pupils learn to read and benefit from the wide range of books available. Disadvantaged pupils and those with special educational needs and/or disabilities receive support to reduce their barriers to learning. They typically make appropriate progress through the curriculum.

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

Pupils build positive relationships with staff. They respond to the respectful way they are treated by showing respect in return. Pupils make friendships and are happy spending time together. In breakfast club, pupils get along well in mixed-age groups. Pupils are safe and generally behave well. Any incidents of derogatory language or bullying are dealt with quickly and effectively by staff.

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

Pupils typically settle quickly into the school day. However, some pupils do not attend as often as they should and some pupils arrive late. As a result, they miss important learning and fall behind. Some pupils have gaps in their learning, which means that they are not as well prepared for the next stage of their education as they should be.

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

Pupils are involved in all aspects of school life. Older pupils act as prefects and set a good example for younger pupils. They vote to appoint school councillors, who represent their views. Pupils benefit from a range of activities that extend their development beyond the classroom. For example, outdoor learning sessions and swimming help develop pupils' resilience and teamwork skills. Activities such as gardening, cookery and photography broaden pupils’ experiences. Pupils learn to play chess and some represent the school in large chess tournaments. Visits to places of interest, such as the zoo, enhance pupils’ knowledge of the world around them.

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Team inspectors:

Rebecca Gough, Ofsted Inspector Rachael Alarcon, Ofsted Inspector

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Next steps

Leaders, including those responsible for governance, should ensure that when an area of the school’s work falls below the expected standard, particularly in curriculum and teaching, it is dealt with quickly and effectively. Leaders should ensure that teachers use assessment effectively to provide pupils with the feedback they need to improve their work and achieve well. Leaders should ensure that staff have high expectations for all groups of pupils and focus sharply on closing gaps in pupils’ knowledge so that pupils can access the curriculum and achieve well. Leaders should continue to work with families to reduce barriers and improve attendance, particularly for those taking holidays in term time.

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About this inspection

The chair of the board of governors in this school is Christine Nurse.

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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 and other senior leaders, governors, staff and pupils in the school during the inspection. Inspectors also spoke with parents and carers at the start of the school day.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Karen Barr 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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About this 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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average

2023/24 (final) 77% 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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average

2023/24 (final) 40% 46% Close to average

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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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national average

2023/24 (final) 53% 62% Close to average

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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) 53% 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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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

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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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