St Austin's Catholic Primary School

St Austin's Catholic Primary School

Address: Heath Street, St Helens, Merseyside, WA9 5NJ Unique reference number (URN): 104806

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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 have a relentless focus on attendance. They know that this underpins pupils' chances of success in school. Leaders analyse data carefully to spot patterns in attendance to school and intervene when needed. For example, they work with an education welfare officer to provide additional support to pupils and their families who struggle to attend school regularly. As a result, rates of attendance to school, including for pupils who are disadvantaged, is in line with the national average. Moreover, rates of persistent absence have reduced.

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Attendance and behaviour Expected standard

On the whole, pupils meet the high expectations of behaviour. Pupils and staff appreciate that the rules have been simplified. Pupils can talk clearly about how you demonstrate that you are ready, respectful and safe at school. In lessons, most pupils focus well on their learning. At social times, pupils play well together. They are glad that incidents of bullying and unkind words are rare. Pupils know that if any problems do arise, that they will be addressed effectively in a timely way. Staff provide effective support for those pupils who need additional help to manage their behaviour, for example through play therapy and personalised strategies.

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Early years Expected standard

Children arrive happily to the early years area of school. They are greeted by smiling staff, who know them well. No time is wasted in the mornings. Children start the day in a purposeful way through targeted tasks. They are happy, safe and engaged meaningfully. During the inspection, some farm animals visited the school. This delighted and inspired children, who behaved sensibly around the animals.

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Early years Expected standard

Leaders want the best for children in the early years. They have recently strengthened the quality of the curriculum. Staff engage in high-quality interactions. They know which words to emphasise. This has improved children's transcription and vocabulary knowledge. For instance, children could organise and talk confidently about characters who could be described as a hero or a villain.

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Early years Expected standard

Staff deliver phonics effectively. As a result, children read accurately and with increasing fluency. Furthermore, staff promote independence effectively. For example, children confidently hang up their coats, put away water bottles and tidy the classroom. From their starting points, children achieve well.

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Early years Expected standard

Leaders ensure that staff have the appropriate expertise to carry out any care practices safely, sensitively and with dignity. Children who need additional help benefit from targeted support sessions to develop a particular skill.

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Inclusion Expected standard

Leaders know pupils well. They use this knowledge to inform comprehensive systems that identify pupils' needs promptly. Leaders monitor the impact of support strategies. If a supportive action needs to change, they implement something new. As a result, pupils generally get the support that they need to overcome any barriers to learning that they may face.

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Inclusion Expected standard

Leaders have made sure that staff have the skills that they need to meet the changing nature of pupils' special educational needs and/or disabilities. For instance, staff have received training on how to develop pupils' independent learning habits. Furthermore, some staff have learned how to use different approaches that support effective communication with pupils who have limited spoken language.

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Inclusion Expected standard

The additional funding received from the pupil premium grant is used well. For example, leaders have provided targeted phonics support and purchased books so that pupils can read more at home.

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Inclusion Expected standard

Leaders have established positive working relationships with external partners. They work with health professionals and therapists. Moreover, leaders make sparing but appropriate use of alternative provision. These partnerships provide essential expertise to the school that helps to reduce pupils' barriers to learning. Leaders work effectively with the local authority's virtual school. As a result, pupils who are known to social care are supported effectively.

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Leadership and governance Expected standard

Leaders know what is working well and what needs to develop further. They have secured improvements to some aspects of school life with clarity, purpose and pace. Leaders, including governors, know that pupils can achieve better academic outcomes than they have in the past. They have taken appropriate action to realise their ambitions. For instance, leaders have strengthened the curriculum in the early years. This ensures that children make a positive start to education.

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Leadership and governance Expected standard

While governors have an accurate understanding of the school's performance, occasional aspects of their strategic oversight could be sharper. This would enable them to carry out their role with even greater precision. Governors support leaders to ensure that resources are deployed appropriately to meet pupils' needs. They fulfil their statutory duties effectively, for example through their commitment to safeguarding.

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Leadership and governance Expected standard

Leaders have positive relationships with families. They use coffee mornings and workshops to bring parents and carers into school. To promote reading, some parents have also visited the school as a mystery reader. Parents appreciate how well staff care for their children. Leaders make effective use of external expertise, such as links to health professionals. This ensures that expert advice is shared with staff and families.

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Leadership and governance Expected standard

Staff value the professional learning that they have completed. This has especially helped them support pupils who need help managing their emotions. Staff appreciate the approachable manner of leaders. They are thankful that leaders make purposeful use of meeting times. Staff are proud to work at the school.

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Personal development and wellbeing Expected standard

Leaders have designed a thoughtful and carefully considered programme of personal development and wellbeing. This includes taking account of contextual information to prioritise what pupils need to know. Leaders' commitment to inclusion shines through in pupils who are kind, thoughtful and aspiring for their futures.

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Personal development and wellbeing Expected standard

Pupils know how to keep themselves safe both online and out in the community. They know about the dangers of harmful substances and how to maintain a healthy lifestyle through regular exercise and a balanced diet. Pupils understand the significance of democracy and why tolerance is an important part of our society. As a result, they are suitably prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils benefit from effective pastoral support. Pupils feel confident to approach any member of staff to help them with something that is on their mind.

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Personal development and wellbeing Expected standard

Pupils have a clear sense of moral purpose. They would not be a bystander if someone was upset. They know the characteristics of a healthy relationship. Pupils enjoy giving back to the community. This might be raising money for a charity by completing a sponsored walk or picking up litter on the school grounds. Leadership roles, such as sports captain, head girl and boy or membership of the eco-council, help pupils to develop important communication and teamwork skills.

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Personal development and wellbeing Expected standard

To ensure as many pupils as possible can benefit from extra-curricular clubs, leaders have moved some of these from after school to lunchtime. This has helped more pupils take part. Moreover, for pupils who enjoy calming activities, there is a mindfulness club.

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Personal development and wellbeing Expected standard

Leaders encourage pupils to think about their futures, for example talks about life at university. Also, representatives from local colleges have delivered presentations to pupils about further education. Pupils have high aspirations for their futures. These are celebrated in the displays around school.

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Achievement Needs attention

For too long, pupils, including those who are disadvantaged, have not achieved as well as they should in the tests at the end of key stage 2 in reading, writing and mathematics. They have not built on their achievements in the phonics screening test in Year 1 and the multiplication tables check completed in Year 4. Across the wider curriculum, some pupils' knowledge is uneven. As a result, some pupils have lacked the key skills and knowledge that they need to support a successful transition to secondary school.

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Achievement Needs attention

Leaders' efforts have secured some improvements in pupils' knowledge of reading and mathematics. For example, there is a positive culture of reading across the school. This is improving pupils' ability to read fluently. Even so, leaders know that there is more work to be done to ensure that pupils can read, write and use number securely so that they are ready for the next stage of their education.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of what they need to do to strengthen the quality of teaching and the curriculum. For example, leaders know that parts of the curriculum do not identify precisely enough what pupils should know and be able to do. As a result, teachers cannot check and address well enough any gaps in pupils' learning. Work to address this is underway but at an early stage of its implementation.

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Curriculum and teaching Needs attention

Teachers do not always choose the most effective activities to deliver new learning. However, where this is done well, teachers explain new ideas clearly. In addition, they provide helpful examples to illustrate key points of learning. However, in some lessons, teachers choose activities that are not matched well enough to the pupils' starting points. Consequently, pupils do not learn as well as they should.

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Curriculum and teaching Needs attention

In lessons, teachers largely make appropriate adjustments to learning, for example through the use of visual prompts and physical apparatus to help with abstract ideas in mathematics.

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Curriculum and teaching Needs attention

Leaders have prioritised improving how the teaching of reading, writing and mathematics is taught. This work is beginning to have a positive impact, particularly in reading and mathematics. Pupils are beginning to secure essential communication knowledge and skills. For example, phonics is taught consistently well.

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

Pupils enjoy coming to this welcoming school. Greetings from staff, such as 'happy birthday' and 'what are you reading?' help pupils to start the day in a positive way. Pupils are valued and happy. This helps them to feel that they belong. Pupils' attendance continues to improve, and on the whole, many attend school regularly.

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

Positive relationships make pupils feel safe. They are confident that they can talk to any member of staff who will give them the help that they need. This includes any support needed to resolve infrequent cases of bullying.

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

In the main, pupils embody the school's 'stars' vision. They aspire to be successful, thoughtful, aspirational, respectful and strong. Most pupils focus well in lessons. They know the school rules of ready, respect and safe. If needed, pupils receive support to manage their behaviour, for example through targeted group work or therapy sessions.

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

Over time, pupils' achievement in the tests at the end of key stage 2 has been too low. As a result, they have not been as prepared as they should be for the next stage of their education. Pupils' achievement in phonics and multiplication tests are more secure.

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

There is a range of extra-curricular activities for pupils to develop new interests and uncover hidden talents. Many of these take place at lunchtime so that any pupils who are not able to stay after school can participate. For example, there are sporting clubs as well as baking, reading and yoga.

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

Pupils state clearly that everyone is welcome at their school. One pupil captured the feelings of many when they said, 'We are all humans, and it is sad when people get left out.'

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Next steps

Leaders should ensure that staff identify and address gaps in pupils' foundational knowledge so that pupils catch up swiftly and typically achieve outcomes at least in line with national averages. Leaders should ensure that each subject curriculum precisely identifies what pupils need to know and remember. Leaders should ensure that staff choose the right activities to deliver the curriculum well so that pupils develop secure and enduring knowledge. Governors should ensure that they refine aspects of the strategic information they have so as to support and challenge leaders with greater precision.

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About this inspection

The chair of the board of governors in this school is Mike Burke.

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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 from 14 July to 15 July 2026.

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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 senior leaders in the school and members of the governing board, including the chair of governors.

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About this inspection

Inspectors spoke to representatives of the local authority, the virtual school and the archdiocese.

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About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted's surveys.

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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 is registered as having a Roman Catholic religious character. It is in the Archdiocese of Liverpool. Its last section 48 inspection was in March 2020.

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About this inspection

The school currently makes use of one alternative provision.

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Team inspectors:

Collette Mather, Ofsted Inspector Valmai Roberts, 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 14 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. The school has appointed a new headteacher since the last inspection.

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What does this mean?

Headteacher: Lynsey Burgess National average: 300

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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

2022/23 (final) 63% 60% 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) 69% 75% 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

2022/23 (final) 74% 71% 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

2022/23 (final) 74% 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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national average

2022/23 (final) 47% 44% 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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average

2024/25 (final) 55% 63% Close to average

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average

2022/23 (final) 67% 60% 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

2022/23 (final) 60% 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

2022/23 (final) 60% 59% Close to average

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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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national average

2024/25 (3 term) 5.2% 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) 13.9% 13.0% Close to average

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national average

2023/24 (3 term) 17.5% 14.6% 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

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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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