Irby Primary School
phone: 0151 6482944
acting headteacher: Mrs Annette Palmer
210 pupils capacity: 102% full
120 boys 56%
95 girls 44%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 326055, Northing: 385062
- GPS coordinates
- Latitude: 53.357, Longitude: -3.1125
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 20, 2012
- Region › Const. › Ward
- North West › Wirral West › Greasby, Frankby and Irby
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.8 miles Thingwall Primary School CH617UG (208 pupils)
- 0.9 miles Thurstaston Dawpool CofE Primary School CH610HH (217 pupils)
- 1 mile Greasby Junior School CH493AR (250 pupils)
- 1 mile Pensby Park Primary School CH618SD
- 1 mile Our Lady of Pity Catholic Primary School CH491RE
- 1 mile Pensby High School for Boys: A Specialist Sports College CH616XN (424 pupils)
- 1 mile Pensby High School for Girls CH616XN (563 pupils)
- 1 mile Arrowe Hall School CH495LW
- 1 mile Our Lady of Pity Catholic Primary School CH491RE (418 pupils)
- 1.1 mile Ladymount Catholic Primary School CH615YD (277 pupils)
- 1.2 mile Greasby Infant School CH493NX (179 pupils)
- 1.2 mile Pensby Junior School CH615UE
- 1.2 mile Pensby Infant School CH615XW
- 1.2 mile Pensby Primary School CH615UE (256 pupils)
- 1.3 mile Stanley School CH615UE (98 pupils)
- 1.4 mile Woodchurch CofE Primary School CH497LS (208 pupils)
- 1.5 mile Brookdale Primary School CH491SE (228 pupils)
- 1.5 mile Meadowside School CH495LA (71 pupils)
- 1.5 mile Portal C.O. the Hub
- 1.6 mile Arrowe Hill Primary School CH498HE
- 1.6 mile Heswall Preparatory School CH606RB
- 1.6 mile Gilbrook School CH498HE (50 pupils)
- 1.8 mile Ganney's Meadow Early Years Centre CH498HB (161 pupils)
- 1.8 mile Fender Primary School CH498HB (207 pupils)
Irby Primary School
|Inspection date(s)||20–21 March 2012|
|Unique Reference Number||105025|
|Inspect ion number||377163|
|Inspect ion dates||20–21 March 2012|
|Lead inspector||Kevin Johnson|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||200|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||15 November 2006|
|School address||Coombe Road|
|Telephone number||0151 6482944|
|Fax number||0151 6484742|
This inspection was carried out with two days’ notice. Inspectors observed 18 lessons or
parts of lessons taught by nine teachers. In addition, they talked to pupils and reviewed
some of their work. Meetings were held with staff and members of the governing body. Also
taken into account were 65 questionnaires returned by parents and carers and those
completed by pupils and members of staff. The inspectors took account of the responses to
the online questionnaire (Parent View) in planning the inspection. Inspectors looked at a
wide range of documentation which included that relating to safeguarding, the curriculum,
|Kevin Johnson |
|Additional inspector |
the school’s self-evaluation, minutes of governing body meetings, national assessment data
and the school’s assessments.
Information about the school
Almost all pupils are White British in this average-sized primary school. A well-below average
proportion of pupils are known to be eligible for free school meals. The proportion of
disabled pupils and those with special educational needs is broadly average. Healthy School
status has been achieved. The school also holds the Basic Skills Award and Artsmark Gold
and more recently gained the initial stage of the International Schools Award. The school
meets the current floor standard.
Before and after-school care is available on site. This is not managed by the governing body
and is inspected separately by Ofsted.
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||1|
|Leadership and management||2|
- This is a good school. Leaders are consistently channelling their efforts into school
improvement. Key areas of the school’s work have improved since the previous
inspection and above-average academic standards have been maintained. Pupils’
behaviour and spiritual, moral, social and cultural development are major strengths.
The school is not outstanding because too small a proportion of the teaching is
outstanding and there is room for even higher achievement.
- Children get off to a good start in Reception from broadly typical starting points for
their age. Their personal and communication skills are developed particularly well. The
good progress they make underpins pupils’ good progress through the rest of the
school. Attainment is above average by the end of Year 6. This represents good
- Teaching throughout the school is good and some is outstanding. Pupils learn at a
good pace and enjoy their lessons. Relationships are excellent but teachers sometimes
miss opportunities to act on pupils’ responses in lessons in order to probe ideas and
take learning further.
- Pupils’ behaviour and their attitudes to learning are outstanding. They feel very safe in
school. Pupils are consistently courteous and cooperative and demonstrate excellent
ability to manage their own behaviour in and out of lessons. Attendance is above
average. Pupils’ spiritual, moral, social and cultural development is excellent.
- Leaders and managers at all levels, including the governing body share the school’s
vision for success and they work energetically to drive it forward. They contribute well
to accurate self-evaluation and the setting of clear priorities for improvement.
However, systems for assessing pupils’ performance accurately in subjects other than
literacy, numeracy and science are not as refined as they could be. Highly effective
management of teaching and performance is a particular strength of leadership and
has improved that area of provision. The school demonstrates good capacity for
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching and hence raise achievement further
improving interaction between teachers and pupils in lessons with regard to
listening to pupils’ responses and using them as an opportunity to explore
- Refine systems for assessing individual pupils’ performance in subjects other than
English and mathematics so that individual pupils’ achievement in those subjects can
be measured more accurately and improvements made.
Achievement of pupils
Children enter the Early Years Foundation Stage with skills that are typical for their age but
an increasing number start with slightly lower language development. A ll children make
good progress. Their language skills pick up because of the strong focus placed on speaking
and the learning of letters and their sounds. By the end of Reception all children work
securely within the levels expected for their age and a significant number are more
From Year 1 to Year 6 pupils make good progress. The overwhelming majority of parents
and carers share that view. Almost all of the pupils themselves say that they learn a lot in
lessons and know how well they are doing. Attainment at the end of Year 2 is rising and by
the end of Year 6 it is above average in English and mathematics.
Pupils are extremely attentive in lessons. They work hard and are keen to test themselves.
In a mathematics lesson, for example, a pupil asked if it was alright to go to the final stages
of calculating an answer without showing the working out because she was confident about
her work. There are many opportunities in lessons for pupils to discuss ideas with one
another. The pupils’ attitudes and willingness to work hard stem from the teachers’ very
strong promotion of spiritual, moral, social and cultural development. This develops in pupils
a sense of responsibility and instils independence. Pupils receive good guidance on their
learning from detailed and helpful marking.
Disabled pupils and those with special educational needs make good and sometimes rapid
progress. Their needs are identified early and their learning steps are clearly mapped out.
Contact with outside agencies is well planned and productive in ensuring that all pupils who
are considered to be potentially vulnerable have their particular needs met. Pupils’ progress
is monitored closely, as is the quality of the teaching provided. Recent gaps between the
progress of girls and boys have been successfully evaluated and dealt with. No groups are
Systematic approaches to learning letters and their sounds are having a noticeable impact in
reading skills in Years 1 and 2. Pupils readily use their knowledge and skills to break down
unfamiliar words to help them read. They show good confidence when reading, writing and
spelling. Year 2 pupils read accurately and show that they understand what they read by
self-correcting when necessary. Most are at the level expected for their age. By the end of
Year 6 reading skills are generally above average. More-able pupils read accurately, with
good understanding and expression. Less regular readers occasionally stumble over longer
unfamiliar words but their reading is generally accurate.
Quality of teaching
Lessons are planned well across the curriculum. Teachers use the curriculum to encourage
pupils to be resourceful and creative. They develop spiritual, moral and social skills very well
because they are reflective about their learning and enjoy the wonder and self-confidence
that it brings. Improved teaching in the use of information and communication technology
(ICT) has a positive impact on pupils’ cultural awareness. They exchange ideas via email
with pupils in Japan, Uganda and also within the United Kingdom with a school in Coventry.
Teachers use their good knowledge of pupils to cater well for different abilities and build on
what has already been taught. Lessons are usually filled with activity so that the pace of
learning is good. Teachers monitor pupils’ progress in lessons well and are quick to
intervene to put right any misconceptions. In class discussion, teachers do not always make
enough time to interact with pupils, draw out their ideas and explore them further to move
learning to the next stage. The value of doing this, however, was evident in an outstanding
English lesson. It was brought to life by the teacher’s excellent questioning which developed
the pupils’ ability to use the text to prove that their ideas about the story were valid. Their
high quality discussion led to some impressive drama and individual role play. Teachers’
subject knowledge is good. They use resources effectively and through excellent
relationships create a positive climate for learning in their classrooms.
Teaching assistants are a valued part of the teaching team and contribute well to pupils’
learning. They are well trained for the roles they undertake and, along with the teachers,
are first class role models for pupils with regard to their relationships with others.
Virtually all pupils say that teaching helps them to develop the skills they need and a similar
proportion of parents and carers feel that their children are taught well.
Behaviour and safety of pupils
Pupils typically make an exceptional contribution to school life. They are unfailingly polite
and courteous to one another and towards adults. Their excellent social skills mean that
they adjust their behaviour to suit the occasion. They show proper respect and dignity
during assemblies and enjoy the social setting of the dining room sensibly and with good
manners. Pupils manage their behaviour in lessons and move around the school with calm
self-assurance. Pupils’ attendance is consistently above average and they arrive punctually.
Pupils strongly oppose any kind of bullying or racist behaviour and understand the different
forms they can take, including cyber-bullying and use of the internet. They are fully aware
of potential dangers in and outside of school. Older pupils take on caring responsibilities in
the playground but others step in spontaneously if they see a younger pupil who appears to
be alone. Pupils say that they feel entirely safe in school and are fully confident that adult
help is always there when needed. The popularity of sports, cycling to school and the after-
school healthy cooking club, which is equally well attended by parents and carers are some
evidence of the pupils’ active pursuit of healthy lifestyles. The school council has been at the
forefront of substantial improvement to the school environment and pupils need little
encouragement to come up with ideas for discussion. Extensive links with communities
overseas, and resulting initiatives that pupils lead to support them, as well as more local
charities show how deeply they empathise with contrasting groups. Pupils and parents and
carers alike overwhelmingly share the view that behaviour is good and children are safe in
Leadership and management
The headteacher’s supportive leadership and shared vision with all staff underpins the
school’s drive for improvement. Staff comment positively about the quality of team work and
supportive ethos of the school, as well as how they have improved professionally as a result
of well-targeted training opportunities. The school demonstrates good capacity for continued
improvement. Robust and constant monitoring, evaluation and support for teachers are
outstanding features of leadership which have paved the way to improving the quality of
teaching throughout the school. Systems for checking academic progress in English and
mathematics have improved as have personal outcomes for pupils. However, the systems
for assessing pupils in other subjects are less secure. This is because they do not ensure the
same levels of accuracy which could be an aid to teachers’ planning and to identify areas for
improvement in some subjects. The relocation and resourcing of the Early Years Foundation
Stage have improved learning and development in Reception and set the scene for
The broad and balanced curriculum engages pupils well. It promotes pupils’ spiritual, moral,
social and cultural development very well through its wide range of activities. It is enriched
by good links with other schools who share their expertise, for example, in science,
information and communication technology and modern foreign languages by contributing
to themed days and events held in the school. Pupils’ skills and interests benefit from a good
selection of after-school clubs. Teachers plan imaginatively and ensure that there are ample
opportunities for pupils to develop skills, especially literacy, across a range of subjects.
There is a good balance of expertise in the governing body to enable it to challenge and
support the school well. The school development plan provides clear guidance for
improvement and the governing body readily holds the school to account. Good quality
information is shared and progress and provision for all groups is scrutinised to ensure
equality of opportunity for all pupils and that discrimination is not tolerated. The governing
body fulfils its role efficiently regarding the maintenance of safeguarding for pupils. Policies
and procedures are frequently checked to ensure their continued effectiveness.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that is |
good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school |
is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||15||50||29||5|
New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors
make judgements that were not made previousl y.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements
that were made under the school inspection arrangements that were introduced on 1 September 2009. These
data are consistent with the latest published official statistics about maintained school inspection outcomes
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special academy
converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning and |
development taking account of their attainment.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Behaviour||how well pupils behave in lessons, with emphasis on their |
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
|Capacity to improve:||the proven ability of the school to continue improving based |
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
|Leadership and |
|the contribution of all the staff with responsibilities, not just |
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are developing
their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their inspection of
|Progress:||the rate at which pupils are learning in lessons and over |
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
|Safety||how safe pupils are in school, including in lessons; and their |
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
22 March 2012
Inspection of Irby Primary School, Wirral, CH61 4UR
Thank you so much for the way you made us welcome when we came to inspect
your school recently. It was a great pleasure to talk to you about your work because
you are so polite and well mannered. Your behaviour is excellent especially when you
are managing your own activities in the playground. We were very impressed by the
way you take care of one another and how you help to make everyone feel safe and
valued. We also noticed your excellent behaviour in lessons and how keen you are to
do well. Well done for keeping your attendance above average.
We have judged your school to be good. Even though you reach above average
standards, overall your achievement in English and mathematics is good. You make
good progress from starting school to the end of Year 6. You are taught well and
some of your lessons are outstanding. Your school leaders manage the school well
and provide some exciting activities to help you to enjoy your learning.
We know your school leaders, parents and carers and you would like your school to
be outstanding. To help that to happen we have asked your teachers to do two
things. First, to make sure there are more outstanding lessons than at present by
listening to your ideas in lessons, discussing them with you and exploring ways in
which they help you to learn more. The second thing is for teachers to assess your
work in all subjects as accurately as they do in English and mathematics.