St Anne's (Stanley) Junior Mixed and Infant School

School

Address: Prescot Road, Old Swan, Liverpool, Merseyside, L13 3BT Unique reference number (URN): 104622

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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

Pupils, including those who are disadvantaged, attend well. In the last couple of years, the whole school’s attendance averages have been above national averages. Leaders have also successfully reduced persistent absenteeism. They have achieved this through a mixture of their robust attendance systems and by forming effective working relationships with families. This helps families to feel comfortable discussing with staff the barriers that they might be facing. In turn, this enables leaders to provide highly tailored support in response.

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Attendance and behaviour Expected standard

When pupils first arrive in the morning, they move through the school beautifully. They greet each other in the corridor with a smile and courteously allow classmates and adults to pass through walkways. Pupils also behave well in lessons. They are focused on their learning and respond quickly to their teachers’ instructions. When they are in the dinner hall, pupils are calm and sensible. They also generally play well together on the playground. Pupils rarely experience bullying. To help pupils with individual needs or those who find managing their behaviour more challenging, leaders have introduced the ‘Thrive Room’. Pupils who access this space develop positive strategies that help them to regulate their emotions and express themselves calmly.

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Inclusion Expected standard

Leaders are quick to identify and assess pupils who may have special educational needs and/or disabilities (SEND). They ensure that pupils with SEND receive the support that they need to thrive in their learning. Leaders do this by engaging effectively with the services of external professionals to secure specialist advice and support when needed. As a result, pupils who need more specialist support typically receive high-quality support to access their education and achieve well.

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Inclusion Expected standard

At times, some other pupils with SEND and some of those with English as an additional language receive support or adaptations that are less sharply focused on their academic needs than they could be. Leaders have begun to implement strategies to address this issue. However, their actions are relatively new and are not embedded. As a result, the quality of support provided to some pupils with additional needs is not consistently effective.

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Inclusion Expected standard

Leaders use additional funding appropriately to help reduce the barriers disadvantaged pupils face. For instance, they provide high-quality welfare support for pupils experiencing pastoral challenges. This helps pupils to feel settled in school and able to remain focused on their learning. Leaders also take effective action to successfully reduce barriers for pupils wishing to access extra-curricular activities.

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Personal development and wellbeing Expected standard

Leaders have developed a wide-ranging personal development programme to expand pupils’ horizons and enrich their time at school. Pupils experience a range of curriculum trips and visiting speakers to support their classroom learning. They also enjoy annual travelling

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Needs attention

theatre productions to learn about discrimination and anti-bullying strategies. Pupils, including those who are disadvantaged, benefit from a vast selection of extra-curricular clubs throughout the year. These range from sports like football and judo to music and choir, film, arts and crafts. Leaders ensure that clubs operate across the school day so that those who cannot stay after school do not miss out. They also make sure that financial barriers to pupils accessing these opportunities are removed where necessary.

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Needs attention

Leaders have ensured that the taught personal development content is well-designed and appropriate to pupils’ age and stage. It covers a range of important topics from healthy relationships to looking after your body and mind and how to keep safe. Overall, pupils develop a positive bank of knowledge of this taught content. For example, they have a secure understanding of physical health and mental wellbeing. Pupils know how to manage their emotions effectively and they credit their lessons on how the brain functions for this. They have furthered their understanding of dental hygiene and how to eat a balanced diet. Pupils recognise risks to their safety, both in the local area and when using the internet. However, pupils’ knowledge of diversity is not as secure as it could be. This is also true of their understanding of fundamental British values and characteristics that are protected by law.

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Needs attention

Pupils benefit from high levels of support for their wellbeing. This is especially true for vulnerable pupils who may require extra support to overcome barriers to success. These pupils receive a range of targeted support, including the likes of talking therapies, that are well-matched to their emotional needs.

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Achievement Needs attention

Over time, pupils have not learned to read, write, calculate and converse as quickly as they could. This is reflected in pupils’ low performance in the phonics screening check in Year 1 and the multiplication check in Year 4. As a result, some pupils are left with more learning to catch up on than is necessary. This includes some pupils with English as an additional language. That said, in part through teaching and additional support higher up the school, pupils do tend to catch up. They typically reach expected standards in national tests by the end of key stage 2. Many pupils, by the end of Year 6, are well prepared for secondary school.

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Achievement Needs attention

Pupils generally do well in a variety of curriculum subjects beyond English and mathematics. Again, this is particularly true for older pupils at the school. They develop a secure understanding of core concepts in subjects such as geography and history. Disadvantaged pupils and those with special educational needs and/or disabilities also typically do well from their individual starting points.

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Curriculum and teaching Needs attention

In some year groups, staff do not teach pupils the fundamental knowledge and skills in mathematics and English as effectively as they should. This includes communication and language skills. Leaders have taken strategic actions to address this issue, but some of their actions have lacked focus and precision. Furthermore, leaders and governors have not monitored and evaluated their strategic actions well enough to ensure that they are implemented effectively and have the desired impact. Ultimately, this has led to variability in the quality of teaching. These cause younger pupils to take longer than they should to build the foundations that they need for future learning.

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Curriculum and teaching Needs attention

Teachers typically make appropriate adaptations to learning for pupils who need it. However, some do not adapt their curriculum delivery consistently well for pupils with special educational needs and/or disabilities and those with English as an additional language. This hinders how successfully these pupils access their learning.

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Curriculum and teaching Needs attention

The school’s curriculum is broad and balanced. Leaders have made positive refinements to the curriculum in several subjects in recent years. For instance, they have adopted more ambitious schemes of work in older year groups that have helped staff improve their subject knowledge and deliver curriculum content well. Older pupils are starting to gain a deeper understanding of various subject-specific concepts as a result.

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Early years Needs attention

Although leaders have outlined suitable overarching curriculum expectations for children's learning, staff do not take enough account of children's individual starting points in their curriculum design. This means that some children and classes are provided with learning content that is not sharply focused on tackling their individual knowledge gaps, particularly their communication and language skills. This issue has been compounded by recent changes in early years staff. Staff are starting to develop their expertise but, currently, do not consistently engage in high-quality interactions with children. This results in some pupils not developing crucial basic skills, such as communication and language, as quickly as they could. This includes some pupils with English as an additional language. As a result, some children are not as prepared for the challenges of Year 1 as they should be.

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Early years Needs attention

Staff make children’s wellbeing paramount. They foster warm and nurturing relationships from the moment children join the school. Staff also work positively with other nursery provisions to ensure that they help children with special educational needs and/or disabilities to make an effective transition into Reception Year. This results in children typically making a very settled start, helping them to feel secure and cared for by their teachers.

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Leadership and governance Needs attention

Governors have not sufficiently addressed the area for improvement left at the previous inspection related to their oversight of subject curriculums. This is still underdeveloped. Furthermore, so is their insight into the implementation and impact of some strategic curriculum actions. At times, this has meant that they have not provided sufficient challenge to leaders regarding the curriculum and the achievement of some groups of pupils. Some school leaders have similar shortcomings. Their oversight of subjects, the solutions they have chosen to address curriculum issues, as well as how they review the implementation and impact of their actions, are not robust. As a result, long-standing issues in younger pupils’ attainment and basic skills have not been tackled successfully. Although there are weaknesses in leadership, leaders do generally know the strengths and main priorities of the school. While some of their actions sometimes lack precision, they act

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Leadership and governance Needs attention

in the best interests of pupils and make a positive difference to pupils’ welfare. This is particularly true for those who are disadvantaged and known to social care.

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Leadership and governance Needs attention

Leaders have created a workplace where staff feel valued and supported. Staff report that leaders are mindful of their workload and they are given dedicated time to carry out additional duties. Staff also access regular professional development opportunities, such as external coaching for those who deliver phonics sessions.

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Leadership and governance Needs attention

Leaders engage well with other organisations and external partners. This includes international schools to help pupils learn about other cultures and countries. Leaders also engage positively with the local community, such as with the local church.

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

Pupils enjoy high levels of love and care for their wellbeing at this warm, loving school. From the minute they pass through the school doors, pupils are greeted by smiling staff who look forward to teaching them. This helps pupils feel safe, valued and a welcome member of their school community. They attend well.

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

Pupils are courteous as they move through the building and wish adults a pleasant day as they pass. Pupils generally play nicely together at social times. In lessons, they show focus, attentiveness and have positive regard for their teachers. Pupils have high attendance levels. Leaders have developed an environment in which differences are respected. They are quick to address any issues, including bullying, appropriately when it occurs.

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

Overall, pupils with individual needs receive effective support to overcome many of their barriers to learning and to access their education successfully. This generally helps these pupils to make progress through the curriculum. By the time that pupils leave Year 6, they typically attain well and are prepared for the challenges of secondary school. This includes disadvantaged pupils. However, some younger pupils, including those in the early years and some with English as an additional language, are not taught effectively enough to learn certain crucial skills and knowledge that form the basis for later learning. As a result, these pupils are left with more learning to catch up on. This means these pupils are not as well prepared for the next stage of learning as they should be.

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

Pupils benefit from a wealth of wider opportunities that enrich their time at school. Clubs are plentiful and well attended. This is especially true of the well-established music and sports clubs. Pupils also attend many school trips. Additionally, they learn how to manage their money through the school’s own in-house bank that pupils help to run.

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Next steps

Leaders and governors should improve their oversight of the implementation and impact of their curriculums. This includes their strategic actions to improve teaching and learning. Leaders should ensure that pupils learn the fundamental knowledge and skills in mathematics and English, including communication and language skills, more quickly than they currently do. This includes children in the early years. Leaders should ensure that teachers take full account of children’s needs and aptitudes when designing early years curriculum content. They should also ensure it is delivered consistently well and through high-quality interactions. Leaders should ensure that staff’s adaptations for learners with particular academic needs or gaps are catered for consistently well. This includes for some pupils with SEND and those with EAL. Leaders should support staff to deepen pupils’ knowledge of diversity, protected

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Next steps

characteristics and fundamental British values.

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About this inspection

The chair of the board of governors in this school is Emma Williams.

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About this inspection

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

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About this inspection

This inspection took place from 15 to 16 September 2026.

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About this inspection

Inspectors spoke with the acting headteacher, acting deputy headteacher and other key leaders and staff during the inspection. Inspectors also spoke with representatives of the local authority, the diocese, and members of the governing body including its chair.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Christian religious character. It is in the Diocese of Liverpool. Its last section 48 inspection was in January 2020.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. At the time of the inspection, interim leaders were in place. The substantive deputy headteacher and substantive SEND coordinator were serving as acting headteacher and acting deputy headteacher respectively. They had only been in these interim roles for a very short period at the time of the inspection.

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About this inspection

Acting headteacher: Claire Louise Lovell

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Team inspectors:

Vicky Briggs, Ofsted Inspector Jen Sloan, His Majesty's 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 15 September 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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average

2024/25 (final) 66% 62% Close to average

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average

2023/24 (final) 56% 61% 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) 70% 75% Close to average

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average

2023/24 (final) 78% 74% 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

2024/25 (final) 79% 72% Close to average

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average

2023/24 (final) 76% 72% Close to average

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average

2022/23 (final) 73% 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

2024/25 (final) 72% 74% Close to average

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average

2022/23 (final) 80% 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

2024/25 (final) 46% 47% Close to average

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national average

2023/24 (final) 39% 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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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

2024/25 (final) 71% 59% Close to average

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average

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

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average

2022/23 (final) 65% 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

2024/25 (final) 54% 61% Close to average

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average

2022/23 (final) 65% 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

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 5.2% 5.9% 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

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

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national average

2022/23 (3 term) 14.1% 16.2% 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

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