St Anne's Catholic Primary School

St Anne's Catholic Primary School

Address: Monastery Lane, Sutton, St Helens, Merseyside, WA9 3SP Unique reference number (URN): 104805

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.1

How we evaluate safeguarding

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

p.1

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.1

Curriculum and teaching Expected standard

Leaders have established a broad curriculum that builds pupils’ knowledge from the early years to Year 6. It meets the needs of pupils taught in mixed-age classes. The curriculum is regularly reviewed and adapted to ensure that is matched to the changing profile and needs of the pupils at the school. For example, there is a focus on supporting pupils to develop a wide vocabulary so that they can explain their ideas.

p.2

Curriculum and teaching Expected standard

Typically, the curriculum is taught well. Staff use a range of approaches to ensure that pupils with barriers to learning, including those with special educational needs and/or disabilities, access the curriculum. Overall, leaders and staff check how well pupils are learning what has been taught. They use this information to adjust the curriculum and provide support to enable pupils to catch up.

p.2

Curriculum and teaching Expected standard

The teaching of important knowledge and skills in reading, writing and mathematics has been prioritised. Staff successfully help pupils to get off to a positive start with learning letter sounds. Pupils who struggle to read receive timely support to help them to catch up. Leaders ensure that help is provided for pupils who have not benefited from improved curriculums over time. This is beginning to address gaps in pupils’ reading, writing and mathematical knowledge and skills.

p.2

Early years Expected standard

Leaders have ensured that arrangements are in place to promote children’s safety and wellbeing. At the heart of these arrangements are appropriate staff ratios and effective supervision built on positive relationships. Children trust the staff who care for them. They settle quickly into the early years. Staff place particular emphasis on teaching children expectations and routines to support their social and emotional development. Typically, children take turns and share resources with each other.

p.2

Early years Expected standard

Effective systems help staff to get to know children and their families well. These systems help teachers to spot when children may have additional needs or challenges. Staff ensure that timely support is provided. Children benefit from a purposeful curriculum. Every activity is seen as an opportunity to develop children’s communication and language. Through the day, staff regularly model new vocabulary. Children often engage in meaningful chatter with each other and staff. This helps children to explain their ideas and choices. It also supports children in the Nursery class to access more structured learning in reading, writing and mathematics as they enter the Reception Year. Overall, children are increasingly ready for key stage 1.

p.2

Inclusion Expected standard

Supporting pupils to be included is pivotal to the work of the school. Leaders take great care in identifying the barriers that may prevent some pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), from succeeding. They are deeply interested in each pupil's unique needs and life experiences. An increasing number of pupils join the school later in their education. Early identification of pupils' learning and wellbeing needs from the start means that leaders act quickly to put appropriate support in place. Productive partnerships with external agencies informs leaders’ work to support Traveller pupils and those who speak English as an additional language. Typically, pupils with SEND benefit from adjustments in the classroom to help them to learn well. This includes pupils who attend ‘The Hub’ provision. Leaders ensure that any use of alternative provision is appropriate and in pupils' best interests.

p.2

Inclusion Expected standard

Leaders use pupil premium funding well to advance opportunities for disadvantaged pupils. They prioritise strategies to help pupils to manage their emotions. Pupils benefit from tailored and well-matched support for their emotional and social needs. This is prioritised by staff so that pupils quickly gain a sense of belonging and are ready to learn.

p.3

Leadership and governance Expected standard

Leaders know their school and community very well. They are adept at responding to the changing context and needs of pupils. Every decision that leaders make is made with pupils’ best interests at heart. Pupils, particularly those who face barriers in their learning and/or wellbeing, benefit from an offer that meets their individual needs. Governors provide appropriate support and challenge to leaders. They fulfil their statutory duties effectively, for example overseeing the school's safeguarding systems and processes.

p.3

Leadership and governance Expected standard

Leaders regularly review the effectiveness of the education that pupils, including those who are disadvantaged, receive. They have an accurate understanding of the school’s strengths and areas for further improvement. This work is typically successful and has several notable strengths. For example, leaders’ focus on ensuring that pupils’ wellbeing is prioritised enables pupils to experience success in their lessons. A focus on the teaching of the key knowledge that pupils need has led to improvements in the curriculum and the way that it is taught. However, it is too early to see the full impact of this work in terms of pupils’ attainment particularly in mathematics.

p.3

Leadership and governance Expected standard

Leaders encourage staff to participate in a collegiate approach to school improvement. Professional learning is focused on what will make the school even better. Staff morale is high. They appreciate leaders’ consideration of their workload. Leaders work closely with parents and carers. ‘Inspire days’ provide parents with regular opportunities to visit lessons and be involved with pupils’ learning. Parents typically appreciate the support provided by the school.

p.3

Personal development and wellbeing Expected standard

Leaders ensure that the school’s context is considered carefully in the design and content of the programme that supports pupils' personal development. Pupils learn about age ‑ appropriate topics that help them to understand real-life situations and the importance of making informed and safe decisions. Pupils understand the importance of respecting personal boundaries, including online. Safeguarding ambassadors remind their peers how to be safe near roads, railways and in water. Pupils also learn about the changes that will happen to them as they grow up. They understand what makes relationships healthy and unhealthy.

p.3

Needs attention

Pupils learn what it means to live in a modern and diverse society. They are aware of the school's Christian ethos while also learning about other faiths and beliefs. Pupils are taught about links between their learning and life in modern Britain. For example, the importance of democracy. They have a secure grasp of fundamental British values. Pupils learn to look after themselves and what it means to have a healthy lifestyle, including mental health. Pupils are taught ways to recognise and manage their emotions. They know how to seek advice and express how they feel. Pupils who may benefit from additional support for their wellbeing are provided with this in a timely and sensitive manner.

p.4

Needs attention

A range of leadership roles provide pupils with the opportunity to work together to make their school even better. House captains, school councillors and sports ambassadors work with staff to respond to pupils’ ideas and feedback. This includes providing a range of clubs and activities during and beyond the school day. Leaders are proactive in monitoring and increasing pupils’ participation in these experiences. This includes for pupils with special educational needs and/or disabilities and disadvantaged pupils. Pupils are proud of their musical and sporting achievements. This includes taking part in archery, judo and playing guitar and keyboards.

p.4

Achievement Needs attention

Published data shows that pupils’ attainment in mathematics and the grammar, punctuation and spelling test at the end of key stage 2 has been below the national averages over time. Similarly, the proportion of pupils who meet the expected standard in the Year 1 phonics screening check and the Year 4 multiplication tables check is also below the national average. Leaders are taking the right actions to improve pupils' achievement. However, the full impact of this work is not reflected in the national tests and assessments.

p.4

Achievement Needs attention

Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, are making increasingly positive gains in their learning. Pupils are overcoming the historic gaps in their learning. They are more secure in their knowledge across the curriculum. For example, those pupils who found reading difficult are catching up and reading with greater fluency. As a result, pupils are better prepared for the next stage of their education. Nonetheless, some pupils continue to have gaps in their knowledge, particularly in mathematics, which hinders their achievement.

p.4

Attendance and behaviour Needs attention

Leaders have a clear understanding of the barriers that stop some pupils from attending school regularly. They work with external agencies and build positive relationships with pupils and their families to identify ways to overcome these obstacles. Leaders' support for individual pupils leads to improvement. This includes support for pupils' emotional and social wellbeing. However, there are still many pupils, particularly disadvantaged pupils, who miss out on valuable learning by not attending school regularly. From the moment children enter the early years, staff model positive relationships, respect and kindness. Leaders’ high expectations for pupils’ positive behaviour are typically lived out across the school. Leaders' care for pupils’ wellbeing gives them a sense of security and belonging. Most pupils behave well in their lessons and usually approach their learning positively. Staff provide tailored support for pupils who sometimes struggle to manage their

p.4

Attendance and behaviour Needs attention

emotions. This helps them to be ready to learn. Pupils particularly appreciate time spent in ‘The Snug’ where they are supported to understand their own and other’s feelings. They are confident to share any concerns or worries. When bullying occurs, leaders deal with this effectively.

p.5

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

Pupils enjoy attending this caring and welcoming school. They start the day positively as they are greeted by staff who know them well. This helps pupils to feel valued and secure. Pupils benefit from a school community that promotes kindness. This helps to make the school a happy and harmonious place. Pupils look after each other and form positive friendships. This includes those pupils who join the school later in their education.

p.5

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

Pupils enjoy being recognised by their peers in class ‘compliments books’ and as ‘pupil of the day’. They understand the school’s ‘protocols’ and generally behave well. Pupils speak positively about striving to demonstrate the school’s ‘SCORE’ values, such as commitment and excellence. They typically live out these values. Pupils know that staff deal with incidents quickly when they happen, including bullying. This helps them to feel safe.

p.5

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

Pupils with barriers to learning and/or wellbeing are supported well by staff who help them to take a full part in school life. Improvements to the curriculum and teaching have ensured that pupils who currently attend the school achieve increasingly well across a range of different subjects. They enjoy their learning. However, it is too soon to see improvements in pupils' achievement in national tests and assessments. This is because, over time, pupils have not benefited from learning that builds their knowledge securely, particularly in mathematics. In addition, many pupils miss large chunks of their learning by being absent from school. This hinders their progress through the curriculum.

p.5

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

Pupils participate in various experiences that broaden their interests and horizons. These include attending school clubs and taking part in fundraising events, such as colour runs. They enjoy visits to beaches and forests. Older pupils speak proudly of their successes when representing the school at football tournaments and science events. These opportunities are helping pupils to develop their independence and teamwork, while promoting their understanding of the world beyond their locality.

p.5

Next steps

Leaders should build on their work to ensure that those pupils who have not secured the necessary foundational knowledge, particularly in mathematics, receive appropriate support so that they catch up and achieve well.

p.5

Team inspectors:

Dawn Davies, Ofsted Inspector Jill Caunce, His Majesty's Inspector

p.6

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. Leaders should continue to develop their work to support pupils who have barriers to attendance, particularly those who are eligible for free school meals and those who are persistently absent so that they attend school more regularly.

p.6

About this inspection

The chair of the board of governors in this school is Carmel Abina Foster.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

This inspection took place from 22 to 23 September 2026.

p.6

About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, other school leaders and staff during the inspection. The lead inspector met with members of the governing body, including the chair of governors. Inspectors also spoke with representatives of the local authority, the archdiocese and the registered alternative provision that the school currently makes uses.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Catholic religious character. The school is voluntary aided and is part of the Archdiocese of Liverpool. The last section 48 inspection took place in May 2023.

p.6

About this inspection

The school provides a breakfast and after school provision for pupils.

p.6

About this inspection

The school currently uses one registered alternative provision.

p.6

About this inspection

Headteacher: Rachel Corolla The inspector(s) used this data during the full inspection on 22 September 2026

p.6

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.7

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.7

What does this mean?

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

p.7

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.8

What does this mean?

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

p.8

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.8

What does this mean?

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

p.8

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.8

average

2023/24 (final) 58% 61% Close to average

p.9

average

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

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 74% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (final) 77% 72% Close to average

p.9

average

2023/24 (final) 72% 72% Close to average

p.9

average

2022/23 (final) 71% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 74% 73% Close to average

p.10

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.10

mathematics

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

p.10

average

2023/24 (final) 53% 46% Close to average

p.10

average

2022/23 (final) 45% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

national average

2023/24 (final) 63% 62% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2023/24 (final) 68% 58% Close to average

p.11

average

2022/23 (final) 64% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2023/24 (final) 63% 59% Close to average

p.11

average

2022/23 (final) 64% 59% Close to average

p.11

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.11

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

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 and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.13

national average

2023/24 (3 term) 5.8% 5.5% Close to average

p.13

Persistent absence

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

p.14

national average

2023/24 (3 term) 17.0% 14.6% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.14

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 . 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.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15