Evelyn Community Primary School Ofsted Report

Full report

What does the school need to do to improve further?

• Improve the quality of teaching and learning, so that all of it matches the high quality of the best teaching in the school and pupils, especially the most able, achieve as well in reading and mathematics as they do in writing by the end of key stage 2, by ensuring that all teachers:
  • use assessment information more precisely in planning lessons to match activities to the prior learning of pupils
  • plan learning that challenges pupils, particularly those that are most able, to think more deeply about their work and practise their reasoning skills
  • design learning activities that engage and hold pupils’ attention
  • resolve confusions in pupils’ understanding of what they are learning.
• Improve leadership and management by refining the information collected on pupils’ attainment and progress during the year, so that leaders and governors have enough information to analyse pupils’ progress more rigorously.

Inspection judgements

Effectiveness of leadership and management Good

Governance of the school

• The governance of the school is effective.
• Governors know the school well. They are conscientious in their responsibilities and enjoy taking part and contributing to the life of the school.
• Governors question the leaders of the school but some of their questions are not searching enough. This is because the information they are given is not precise or detailed enough for them gain a thorough understanding of the progress pupils are making or the school’s expectations.
• The governing body has a good understanding of performance management procedures. As well as supporting the headteacher in holding staff to account, it ensures that the management of teachers’ pay is effective.
• The governing body makes sure that the pupil premium and the primary PE and sports funding are spent effectively and make a difference for pupils.
• The governing body is extremely diligent in carrying out its responsibilities to safeguard pupils and, to this end, has appointed a safeguarding governor to oversee and monitor safeguarding and welfare-related matters.

Safeguarding

• The arrangements for safeguarding are effective.
• Safeguarding is a high priority in the school, as is the care and welfare of vulnerable pupils and families who benefit from additional support.
• Robust safeguarding and child protection systems are in place and are understood by staff. Staff undertake regular training and safeguarding is a priority in the school.
• Leaders are persistent in cases where the school is concerned about a pupil’s welfare. Effective relationships with other agencies and with parents ensure that pupils are kept safe and their welfare needs are met.

Quality of teaching, learning and assessment Good

Personal development, behaviour and welfare Good

Personal development and welfare

• The school's work to promote pupils' personal development and welfare is outstanding.
• The importance placed on pupils’ personal development and welfare is central and very visible in school. Staff and governors are conscientious in their responsibility to ensure that the school provides a safe, nurturing environment in which pupils can flourish and succeed.
• The school offers an excellent personal, social, health and citizenship curriculum that is woven into all that the school does. The high profile given to developing pupils’ life skills promotes the value and importance of being healthy, responsible and well-balanced citizens. This, coupled with increasing pupils’ aspirations and awareness of global issues and events, immerses pupils in finding out about themselves and others. As a result, pupils are developing as empathetic, thoughtful and compassionate citizens. For example, typical sentiments expressed by pupils were, ‘We treat others how we would like to be treated’ and ‘There are 99 kind words to one unkind word in our school.’
• Staff treat pupils with the utmost consideration and ensure that the school makes everyone feel welcome and valued. Adults constantly model respectful and caring behaviour in lessons, around school and in the way they engage with pupils.
• The very large majority of parents expressed overwhelming praise for the school and the work of the staff. They feel that their children are happy and well looked after.
• The vast majority of pupils throughout key stages 1 and 2 are confident learners and are happy to talk about their learning. Pupils told inspectors how proud they are of their school and how they feel safe and well looked after by adults. They also talked with pride about helping each other in their learning and looking after each other in the playground. For example, they spoke of the ‘playground friends’ in Year 6 who ensure that pupils, especially the younger ones, have someone to play with or, if they are sad or hurt, someone to look after them.
• Pupils spoken with during the inspection were very clear about what bullying was and said that incidents were rare. A very small number of parents felt that bullying was not as effectively dealt with as it could be. However, the large majority of parents felt that the school deals appropriately with bullying or that they were not aware of any bullying towards their child. Other inspection evidence confirms this is the case.
• Pupils were confident that teachers dealt with any unkind or negative language towards pupils quickly. Pupils were unanimous in their view that they felt safe in school and pupils of all ages knew how to keep themselves safe, both personally and online.
• Pupils are encouraged to take up a very wide range of responsibilities within school, from becoming reading buddies to being members of the school council or global ambassadors. Lead learners are chosen to wear a burgundy sash to identify them as excellent role models of learning behaviour, such as good listening, working hard and doing their homework.
• Pupils’ views are highly valued by adults and pupils are given many opportunities to discuss, debate and contribute to what happens in their school. As a result, they make an active contribution to school life. For example, older pupils explained how it was their responsibility to make the dining hall calmer and nicer for the younger pupils, so that they were not scared or overwhelmed by being in a big noisy space.

Behaviour

• The behaviour of pupils is good.
• Pupils conduct themselves well around school. They are polite and well mannered. Staff and pupils know each other very well and are friendly, supportive and encouraging. As a result, school is a calm, orderly and purposeful place to learn.
• Pupils consider behaving well to be very important and are delighted when they are recognised for their good conduct. School assemblies reinforce this by having a feature called ‘spotted being good’. Pupils seen behaving as good role models or improving their behaviour are invited to stand on a big yellow spot or have the spotlight shone on them. As a result, pupils are fully aware of how to behave and the consequences of poor behaviour. They say incidents of inappropriate behaviour are rare, dealt with quickly by teachers and responded to by pupils sensibly.
• A number of pupils have behavioural needs. They are well supported and skilfully managed to ensure that their behaviour does not get in the way of their learning and does not distract others.
• The systems for checking absence are rigorous and conscientiously applied. Good attendance is rewarded and has a high profile in school. As a result, pupils’ attendance has improved over the last few years and compares favourably with national averages. Persistent absence is monitored closely, as is lateness. The leadership team has worked hard with this group of pupils and their parents and has had some notable successes.
• A productive atmosphere in most classrooms means that many pupils have a positive attitude and visibly enjoy their learning. They are attentive and eager to participate in lessons and work well supporting each other. There are occasions, however, where pupils are distracted and their interest in tasks wanes. As a result, a small number of pupils put work aside and talk to their neighbour about something else, engage in inappropriate low-level off-task behaviour or do not listen when the teacher is speaking. This is because some lessons are not always planned precisely enough to meet these pupils’ needs. Some activities are not sufficiently interesting, engaging or challenging.

Outcomes for pupils Good

Early years provision Good

School details

Unique reference number 104446 Local authority Knowsley Metropolitan Borough Council Inspection number 10025641 This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act. Type of school Primary School category Age range of pupils Gender of pupils Community 3 to 11 Mixed Number of pupils on the school roll 264 Appropriate authority The governing body Chair Headteacher Telephone number Website Email address Lesley Campbell-Hunter Carole Arnold 0151 477 8570 www.evelyncpschool.co.uk/ evelyn.de@knowsley.gov.uk Date of previous inspection 30 April 2013

Information about this school

• This school is an average-sized primary school with one form of entry throughout.
• The very large majority of pupils are of White British heritage.
• The proportion of disadvantaged pupils is just below the national average.
• The proportion of pupils who have special educational needs and/or disabilities is above the national average.
• The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
• The school meets requirements on the publication of specified information on its website.

Information about this inspection

• Inspectors observed learning in all classes. They observed pupils’ behaviour in classrooms and assessed the school’s promotion of pupils’ spiritual, moral, social and cultural development. Inspectors also observed pupils in the playground and during lunchtimes.
• Inspectors looked at the work in pupils’ books and in the learning journals of children in the early years.
• An inspector listened to a number of pupils read.
• Inspectors held meetings with the headteacher, deputy headteacher, special educational needs coordinator, the person responsible for early help and attendance, the early years leader and middle leaders.
• An inspector met with three members of the governing body, including the chair. A meeting was also held with a representative of the local authority.
• A group of pupils discussed their opinions about the school and their learning with an inspector, and inspectors also spoke informally with pupils in the playground and around school.
• Inspectors took account of 27 responses to a staff questionnaire.
• They also took account of 22 responses to the online Ofsted questionnaire, Parent View. Inspectors talked briefly with a number of parents before school.
• Inspectors observed the school’s work and looked at a number of documents, including minutes from meetings of the governing body, information on pupils’ attainment and progress, the school’s evaluation of its own performance and its development plan. Behaviour and attendance records and information relating to safeguarding were also scrutinised.

Inspection team

Sue Eastwood, lead inspector Saeeda Ishaq Sandie La Porta John Shutt

Her Majesty's Inspector Ofsted Inspector Ofsted Inspector Ofsted Inspector