Linacre Primary School

Linacre Primary School

Address: Thornton Road, Bootle, Merseyside, L20 5ED Unique reference number (URN): 104853

p.1

Monitoring inspection: 30 June 2026

Urgent improvement This school had a full inspection on 20 January 2026 . We graded some areas as 'urgent improvement' and 'needs attention' from the full inspection. We carried out a monitoring inspection on 30 June 2026.

p.1

Monitoring inspection: 30 June 2026

Inspectors only considered the areas marked as updated. Inspectors focused on the following areas: Achievement, Attendance and behaviour, Curriculum and teaching, Early years, Inclusion, Leadership and governance, Personal development and wellbeing. To find out more read our monitoring inspection guidance.

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.2

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.2

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.2

This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

p.2

Personal development and wellbeing Updated Needs attention

Since the previous full inspection, leaders have continued to implement a revised programme to promote pupils’ wider development and wellbeing. Despite this being in its infancy, pupils continue to enjoy the trips, activities and visits on offer to them. Pupils are developing their understanding of how to stay safe and healthy, both physically and mentally. For example, older pupils have a secure understanding of how to stay safe while online. While pupils learn about different religions and significant people, such as Rosa Parks, their recall and understanding of this learning is mixed.

p.2

Personal development and wellbeing Updated Needs attention

Leaders have taken action to support pupils in expressing their views and opinions respectfully. The impact of this is beginning to show in how politely most pupils speak to each other, staff and visitors. Some pupils are slowly beginning to develop leadership skills. They are increasingly aware of how to become active citizens. However, their understanding of many areas, such as fundamental British values or the characteristics that are protected by law, such as race, is superficial.

p.2

Personal development and wellbeing Updated Needs attention

Pupils continue to benefit from the pastoral support that staff provide to them. This is helping pupils gain confidence in interacting successfully with others. Despite this, pupils have mixed views about how well staff deal with name-calling or unpleasantness. The records

p.2

Urgent improvement

that staff make of such incidents show that this is inconsistent. As a result, a small number of pupils use crude, derogatory or racist language repeatedly instead of being able to cooperate with others who may be different to them. They do not demonstrate the school’s newly agreed values. This hinder pupils' wider development and their readiness for life in modern Britain.

p.3

Achievement Updated Urgent improvement

Over time, a significant proportion of pupils leave the school at the end of Year 6 having not achieved the standards expected of them in national curriculum tests. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. The progress that disadvantaged pupils make is also well below that of their peers nationally.

p.3

Achievement Updated Urgent improvement

Pupils currently attending the school continue to not secure the important knowledge and skills they need to be ready for the next stage. They have gaps in their learning as a result of the weaknesses that exist in the school's curriculum and the way in which it is taught.

p.3

Attendance and behaviour Updated Urgent improvement

Since the previous inspection, leaders have only recently started to address the extensive and ongoing issues with low rates of attendance or frequent lateness. The number of pupils who are persistently absent is beginning to improve but still remains above national averages. Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged have the lowest attendance in the school. Their frequent absences and lateness, together with staff's lack of knowledge about how to meet these pupils' needs, impacts severely on how well these pupils learn and thrive. Despite being new, leaders' work to strengthen strategies to improve the attendance of these pupils is beginning to improve the situation.

p.3

Attendance and behaviour Updated Urgent improvement

Staff expectations of pupils' behaviour continue to be low. Some pupils' conduct has a negative impact on the learning and wellbeing of others and their broader experience of school. Staff lack the understanding they need to effectively support pupils, who struggle to regulate their behaviour. As a result, the poor behaviour of a small but significant number of pupils continues. This commonly includes pupils with SEND and those who are disadvantaged.

p.3

Attendance and behaviour Updated Urgent improvement

Many pupils continue to show a lack of pride in their work and have negative attitudes to their learning.

p.3

Curriculum and teaching Updated Urgent improvement

Since the previous full inspection, leaders have begun to take action to remedy long- standing weaknesses in the design of the curriculum. They have made a number of useful changes. For example, there is now greater clarity in what pupils are expected to learn. However, leaders do not have sufficient oversight of the curriculum and the way it is taught to identify and address emerging problems, such as how teaching meets pupils' individual needs. In addition, leaders' work to develop some curriculum subjects is new, which means that teachers do not yet fully understand the order that learning needs to occur in.

p.3

Curriculum and teaching Updated Urgent improvement

Teachers do not have the necessary skills to deliver the curriculum effectively. For example, they do not identify and address gaps in pupils’ knowledge well enough before attempting to introduce new information. Pupils become confused and disengage from learning. This makes it more difficult for pupils to successfully progress through the curriculum, particularly for those who face additional barriers to their learning.

p.4

Curriculum and teaching Updated Urgent improvement

The teaching of phonics is mostly secure. This is also true for the broader reading curriculum. Some pupils who do not have the accuracy or fluency in reading that they need access regular additional support. Leaders ensure that staff supporting these pupils are well trained. However, leaders do not ensure that all pupils develop the basic skills in reading, writing and mathematics that they need to progress through the curriculum. For example, many pupils are expected to write at length in different subjects, when they have not mastered the fundamentals of spelling, handwriting or punctuation. This impacts particularly on pupils with special educational needs and/or disabilities, disadvantaged pupils, and those who have other barriers to learning.

p.4

Early years Updated Urgent improvement

Since the previous full inspection, on-going leadership and staffing turbulence has had a direct impact on leaders’ ability to address the weaknesses that exist in the early years.

p.4

Early years Updated Urgent improvement

Leaders are working with external professionals to develop a suitable and ambitious curriculum. They do, however, recognise that there is more work to do in order to raise standards so that children are fully prepared for Year 1, both emotionally and academically.

p.4

Early years Updated Urgent improvement

Staff continue to provide variable support for children’s learning and development. At times, this support is effective, including in mathematics and phonics. For example, adults use learning resources well to develop children’s understanding of number. Teachers now follow the school’s phonic programme more closely, which enables children to read words with increasing confidence. Despite this, weaknesses remain. Staff do not support children’s personal, social and emotional development well enough, particularly with regards to children sustaining their attention. Staff also miss opportunities to check and deepen children’s understanding so that they develop the skills and knowledge that they need to successfully access the curriculum in key stage 1 and beyond.

p.4

Inclusion Updated Urgent improvement

Since the previous full inspection, leaders have begun to help teachers to better meet the needs of individual pupils. However, the rate of improvement in this aspect of leaders’ work is slow. This is because they do not ensure that all teachers identify and meet the differing needs of pupils, especially those with special educational needs and/or disabilities. Some pupils facing additional challenges in their lives are faring better than they were previously at school. Others are often out of class and do not receive their full curricular entitlement. When this happens, teachers commonly do not provide pupils with the support that they need.

p.4

Inclusion Updated Urgent improvement

The legacy of low expectations and staffing turbulence over time have negatively affected the support that vulnerable pupils receive for both their learning and wellbeing. Leaders do not use or check the impact of pupil premium funding well enough to address this so that any gaps that disadvantaged pupils face close quickly. In addition, some pupils who have additional barriers to learning access few opportunities to increase their confidence or develop a sense of belonging. The poor attendance of many of these pupils makes it hard for them to participate meaningfully in school life.

p.5

Leadership and governance Updated Urgent improvement

Since the previous full inspection, leaders are taking the action that they need to bring about the much needed improvement at the school. They make decisions in pupils' best interests. Leaders have begun to address underlying issues that have resulted in the decline in standards of pupils' achievement and their behaviour and attendance in recent years. However, continuing difficulties with staffing has made the rate of change very slow. Frequent and prolonged staff absences continue to impact on pupils’ experiences of school. Leaders' and governors' capacity to improve the school remains weak. Governors do not have the skills and knowledge that they need to provide effective support and challenge for leaders.

p.5

Leadership and governance Updated Urgent improvement

Leaders have focused on stabilising staffing. They have provided suitable professional learning opportunities, which most staff appreciate and use. However, the impact of leaders’ work is variable. Notably, they do not ensure that teachers consistently carry out their roles effectively. Some teachers lack the knowledge or expertise to support some of the most vulnerable pupils at the school. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. This has a detrimental impact on pupils' wellbeing, behaviour, rates of attendance and achievement.

p.5

Leadership and governance Updated Urgent improvement

Leaders have made effective use of a wide range of external support. However, currently, they rely heavily on this support and do not yet demonstrate the necessary skills and understanding to independently provide the support that teachers need while new leadership arrangements are embedded. The school remains in a fragile position as a result.

p.5

Monitoring inspection : 30 June 2026

Since the previous full inspection, pupils’ day-to-day experiences of school life are improving. However, this remains variable. A small but significant number of pupils still do not behave well enough. Some pupils show a lack of respect for others or willingness to follow teachers’ instructions. The conduct of some pupils, both in lessons and around the school, continues to be poor. At times, these behaviours escalate and disrupt other pupils' learning. This hinders pupils' enjoyment of school. Many pupils embrace leaders’ clearer expectations for positive behaviour and attitude to learning. However, a lack of consistency in how behaviour is managed means that the school day is often disrupted or unpredictable. Leaders do not deal with bullying consistently well. Some pupils do not feel safe as a result.

p.5

Monitoring inspection : 30 June 2026

Staff's expectations of what pupils, including children in the early years, should know and do continue to be too low. High rates of absence compound this further. Despite improvements for some pupils, erratic attendance and poor punctuality continue to disrupt learning.

p.6

Monitoring inspection : 30 June 2026

Little has been done to stem the tide of pupils' underachievement over time. Consequently, many pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities, are not prepared well for the next stage of their education. More effective teaching of reading is slowly starting to impact on pupils’ achievement. Despite this, pupils have significant gaps in their basic knowledge, especially in writing and mathematics.

p.6

Monitoring inspection : 30 June 2026

Pupils continue to appreciate the improvements that leaders have made at the school. The school environment is welcoming and increasingly calmer. Many staff now understand some of the challenges that pupils face. Most teachers are improving their ability to identify and meet pupils’ differing needs. This helps pupils to feel well cared for.

p.6

Monitoring inspection : 30 June 2026

Leaders now provide a wider range of activities to promote pupils’ personal development. They support pupils to understand the need for good manners and consideration for others’ feelings in their daily interactions. Pupils have begun to carry out leadership roles, such as school and eco-council. They are beginning to understand how to express their own opinions in a respectful manner.

p.6

Full inspection : 20 January 2026

Pupils’ day-to-day experiences of school life are extremely variable. Many pupils do not behave well. Some pupils show a lack of respect for others or refuse to follow teachers’ instructions. The conduct of a significant number of pupils, both in lessons and around the school, is poor. These behaviours frequently escalate and disrupt other pupils' learning. This hinders pupils' enjoyment of school.

p.6

Full inspection : 20 January 2026

Staff's expectations of what pupils, including those in the early years, should know and do are too low. This is compounded by the fact that the school has not addressed the high rates of pupil absence that have occurred over time. As a result, too many pupils arrive at school late or miss significant amounts of learning. While phonics teaching is improving, these gains are not reflected across the wider curriculum. Pupils have significant gaps in their basic knowledge, especially in reading, writing and mathematics. Little has been done to stem the tide of pupils' underachievement. Consequently, many pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, are not prepared well for the next stage of their education.

p.6

Full inspection : 20 January 2026

Pupils appreciate the very recent changes that leaders have made to improve the school. The start of each school day is increasingly calmer. Staff greet pupils warmly at classroom doors. This helps pupils to feel safe and well cared for.

p.6

Full inspection : 20 January 2026

Recently, pupils have begun to benefit from a wider range of school activities. For instance, during lunchtimes, pupils enjoy taking part in relaxing activities, such as crocheting. Pupils also value the increased variety of playground equipment and games that they can use. Pupils appreciate recent opportunities to participate in activities, for example, to improve the local environment. However, pupils have very few other chances to develop their character or broaden their horizons. This limits pupils' wider development beyond the academic curriculum.

p.6

Next steps

Leaders and governors must swiftly address the high turnover of staff and frequent staff absences to reduce the school’s reliance on external support. Leaders and governors must ensure that staff's expectations of pupils' achievement and conduct are raised rapidly, leading to a culture of high aspirations for all. Leaders and governors must take swift action to improve the behaviour of a significant proportion of pupils, including those who are disadvantaged and/or have special educational needs and/or disabilities (SEND), so that all pupils can enjoy their learning in an environment where they can thrive. Leaders and governors must act decisively to improve pupils’ attendance and punctuality, particularly pupils with SEND and disadvantaged pupils, so that pupils do not miss out on important learning and experiences. Leaders and governors must ensure that staff deliver a curriculum that is ambitious and

p.7

Next steps

well sequenced, and that meets the needs of pupils, including those from vulnerable groups and children in the early years. Leaders and governors must ensure that any barriers to pupils' learning, including in the early years, are identified accurately and resolved swiftly so that pupils achieve well and thrive. Leaders and governors must ensure that gaps in pupils' basic skills in reading, writing and mathematics are addressed swiftly so that pupils can access the full breadth of the curriculum effectively. Leaders and governors must also ensure that pupils develop a love of reading, so that they read widely and often. Leaders and governors must ensure that staff are well trained so that they have the knowledge and skills necessary to carry out their roles effectively. Leaders should ensure that the recent improvements to the programme to enhance pupils' personal development and wellbeing are embedded thoroughly, so that pupils are

p.7

Next steps

well prepared for life in modern Britain.

p.7

About this inspection

The inspectors conducted this monitoring inspection under section 8(2) of the Education Act 2005. It was carried out to evaluate the progress leaders have made in improving the evaluation areas graded as ‘Urgent improvement’ and ‘Needs attention’ at the previous full inspection.

p.7

About this inspection

This was the first monitoring inspection since the school was judged to require special measures following the full inspection that took place in January 2026.

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.8

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 20 January 2026

p.8

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.8

210

The purpose of this monitoring inspection was to identify and report on the school’s progress in addressing the priorities for improvement set out in the report card from the full inspection. Inspectors may change a grade for one or more evaluation area determined at the full inspection based on evidence gathered during the monitoring inspection.

p.8

210

Inspectors confirmed the following information about the school:

p.8

210

There have been some changes to governance, leadership and other staff since the previous full inspection. This includes some new appointments to the senior leadership team.

p.8

210

Interim headteacher: Siobhan Bayliff Below average

p.8

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.9

What does this mean?

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

p.9

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.9

What does this mean?

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

p.9

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.10

What does this mean?

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

p.10

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.10

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.10

Pupils reaching the expected standard in teacher-assessed writing

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

p.11

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.11

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.11

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

average

2023/24 (final) 54% 62% Close to average

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.

p.12

average

2023/24 (final) 62% 58% Close to average

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

average

2023/24 (final) 62% 59% Close to average

p.13

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.13

mathematics

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

p.13

Disadvantaged pupils reaching the expected standard in reading

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

p.14

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.14

Disadvantaged pupils reaching the expected standard in mathematics

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

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.15

Persistent absence

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

p.15

Exceptional

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

p.16

Strong standard

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

p.16

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.16

Needs attention

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

p.16

Urgent improvement

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

p.16

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.16

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.16

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.16

Urgent improvement

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

p.16

Urgent improvement

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

p.16