School etc

Park View Primary School

Park View Primary School
Park View

phone: 0151 4778120

headteacher: Miss Ruth Harrison


school holidays: via Knowsley council

279 pupils aged 2—10y mixed gender
378 pupils capacity: 74% full

140 boys 50%

≤ 233y194a74b64c95y156y147y248y179y1510y12

140 girls 50%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 343269, Northing: 391696
GPS coordinates
Latitude: 53.419, Longitude: -2.8551
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 15, 2013
Region › Const. › Ward
North West › Knowsley › Page Moss
Urban > 10k - less sparse
Free school meals %

School report

Park View Primary School

Twig Lane, Huyton, Liverpool, Merseyside, L36 2LL

Inspection dates 6–7 May 2015
Overall effectiveness This inspection: Good 2
Previous inspection: Requires improvement 3
Leadership and management Good 2
Behaviour and safety of pupils Outstanding 1
Quality of teaching Good 2
Achievement of pupils Good 2
Early years provision Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Leadership from the headteacher and deputy
Governors have become crucial members of the
Behaviour is outstanding. Pupils are very proud of
Examples of writing from some of the older pupils
This is a very happy and welcoming school. There
Provision in the early years is effective and
headteacher is exemplary and has been the
driving force behind improving teaching and
leadership team. Their actions to transform their
role have been most successful. They are now
more knowledgeable about achievement and
teaching, and ask challenging questions.
Governors, along with all staff, have ensured the
school has improved and continues to do so.
their school. They show great respect for adults
and each other.
are amazing. This reflects the pupils’ ethics of
working hard and doing their best.
is a sense of warmth, tinged with humour and
care. It is not surprising pupils feel very safe.
children make good progress.
Teaching is good and has many strengths, not least
Pupils’ enjoyment of school is enriched by the wide
Achievement is good. Pupils make good progress
Disabled pupils and those who have special
in the variety of activities that sustain pupils’
enthusiasm. Older pupils are inspired by their
teachers and have a genuine love of learning.
range of clubs, visits and visitors. Their good
understanding of British values is promoted in the
school’s values, which include honesty, respect and
care. The school’s mock elections, where electors
listened to the charismatic speeches of the
candidates, exemplified this well.
and attainment has been gradually rising. Pupils in
Year 6 reach the level expected for their age in
reading, writing and mathematics. There is an
increase in the proportion of pupils reaching above
average standards.
educational needs, as well as those who are
disadvantaged, are supported very well and make
good progress.
Pupils’ spelling skills and their ability to think
Children in the early years do not always have
through their ideas to solve problems in
mathematics are weaker aspects of their
enough opportunities to practise their basic
literacy and numeracy skills.
Pupils are not always clear how to make their work
The school’s plan to improve the school is long and
this hampers the sharpness of priorities. Middle
leaders are not fully involved in deciding the key
aspects that need attention in their subjects.

Information about this inspection

  • Inspectors observed teaching in all classes. They observed pupils at play, in the dining room and when
    moving around school.
  • Pupils’ work was scrutinised with a focus on years 2, 4, 6 and on the early years. A group of pupils read to
    the inspectors. Pupils in Year 4 were not present during the inspection.
  • Inspectors reviewed a range of documents including the school’s improvement plan, procedures to track
    pupils’ progress, the minutes of meetings held by the governing body and information about safeguarding.
  • Inspectors took account of the school’s recent survey of parents’ opinions of the school because too few
    parents responded to the Ofsted online questionnaire (Parent View). They also spoke to parents who
    brought their children to school.
  • Twenty eight responses to the staff questionnaire were analysed.

Inspection team

Jennifer Platt, Lead inspector Additional Inspector
Alison Burbage Additional Inspector
Michelle Murray Additional Inspector

Full report

Information about this school

  • The school is slightly larger than the average-sized primary school.
  • The proportion of disabled pupils and those who have special educational needs is above the national
  • The proportion of pupils who are disadvantaged and eligible for support through the pupil premium is well
    above the national average. The pupil premium is additional funding for those who are known to be
    eligible for free school meals and children looked after by the local authority.
  • The proportion of pupils from minority ethnic groups is much smaller than the national average.
  • The school meets the government’s current floor standard, which is the minimum expectation for pupils’
    attainment and progress in English and mathematics by the end of Year 6.
  • Children attend the Nursery on a part-time basis.
  • The school has been supported by the Dean Trust and a national leader of education since the previous
  • There have been several new staff appointments since the previous inspection. The interim headteacher
    at that time is now the permanent headteacher and the deputy headteacher is a recent appointment.

What does the school need to do to improve further?

  • Improve the quality of teaching further and increase pupils’ progress by:
    raising pupils’ accuracy in spelling skills and their ability to apply their numeracy skills to think through
    carefully how to solve problems
    exploiting every opportunity for children in the early years to practise their skills of reading, writing and
    embedding the school’s marking policy to check that pupils know how to make their work better.
  • Improve the quality of leadership by:
    refining the school improvement plan so that the key priorities for the school are precise and easier to
    extending the role of middle leaders, especially those new to the post, so that they have an accurate
    overview of attainment in their subjects in order to set actions to raise it even higher.

Inspection judgements

The leadership and management are good
  • Since the headteacher and deputy headteacher have been in post, the momentum to improve has
    accelerated considerably. Their excellent leadership has been effective because staff and governors have
    been consulted along the way. This has been pivotal in developing a team that work together and
    embrace change. The school has progressed successfully from requiring improvement to being a good
    school. The pace of change continues and everything is in place to move forward.
  • Evaluation of what is working well in the school and what needs attention is thorough and accurate. On
    appointment, the headteacher addressed the priorities in the school in a very detailed school improvement
    plan. This was an essential tool at the time to keep a close eye on the progress being made. However,
    much has been achieved and the school improvement plan is ready for a thorough overhaul to become a
    more workable document with precise and current priorities.
  • The introduction of more thorough assessment systems, including a new approach in line with the removal
    of previous national levels, has been smooth and effective. Pupils’ progress is tracked closely and
    interventions placed where they are most needed. The decision to sustain two small Year 6 classes was
    based on an understanding that the most able especially needed as much attention as possible if overall
    attainment was to rise. This decision has paid off, with a rise in the number of pupils reaching high
  • The quality of teaching is checked thoroughly by observing lessons, analysing books and talking to pupils.
    Teachers value the feedback they receive along with help and training, where needed.
  • Teachers and senior leaders hold regular meetings to review the progress of pupils in their class. Staff are
    now held more to account for pupils’ progress and attend these meetings with explanations for any lack of
    progress and ideas to tackle this. Teachers are set challenging targets linked to pupils’ progress and the
    school’s priorities. Salary awards are linked to achievement of these targets.
  • Middle leaders have been effective in implementing the new National Curriculum. Staff have met to check
    that all aspects are covered and resources are readily available. Leaders have offered advice in teaching
    new aspects, as in computing and mathematics. A new approach to writing has improved the quality of
    work and only spelling remains to remedy. However, the role of these leaders in identifying priorities
    linked to pupils’ overall attainment is not fully effective.
  • Spending of the pupil premium is most effective. A detailed record of every pupil known to be eligible for
    this support is maintained diligently. This identifies support, the impact on progress and any further help
    needed. This approach is now shared with other schools. It is clear these pupils receive all of the help they
    need, not only academically but also socially, with the guidance of the learning mentor. This is a school
    that does not tolerate discrimination and promotes fully equality of opportunity for all.
  • The curriculum is good and focuses on a range of topics that link to pupils’ experiences. Visits link to these
    topics as, for example, Year 5 pupils went to Speke Hall as part of their work on the Tudors. Literacy skills
    and, to a lesser extent, mathematics are promoted across subjects. Some sensitive writing resulted from
    the study of the First World War.
  • Pupils’ spiritual, moral, social and cultural development is woven successfully through activities throughout
    the day. A focus on considering their own feeling helps them to reflect and understand how their actions
    can upset other people. Pupils learn to take responsibility and consider their role in society. They help
    others by raising funds for charities such as Macmillan Cancer Support. These events often involve making
    and selling items so that pupils learn the value of money. Pupils visit several places of worship and enjoy
    learning about other faiths and cultures. An imaginative display of pupils’ photos cut up and matched
    incorrectly point out that although pupils may look different they are all the same.
  • These features play a massive part in promoting pupils’ understanding of British values. Pupils chose to
    call their houses Churchill, King, Nightingale and Mandela as they recognised the impact these people had
    on society today. This was reflected in their mock election organised to coincide with the national election.
    Slogans and propaganda festooned the school and rosettes were worn with pride. The leader of King
    House started his speech with: ‘We have a dream that all children in every part of Huyton will take part in
    Treaty Tuesday’. The Mandela leader informed the audience how the community could be safer and the
    world healthier. Voting was taken very seriously showing pupils’ early understanding of politics.
  • Leaders and staff give close attention to pupils’ well-being. Safeguarding procedures meet requirements
    and are effective. Staff are vetted closely to ensure their suitability to work with children and training is
    provided to keep their skills up to date.
  • The skills of professional sports coaches have been purchased with the primary school sport funding. Staff
    observe sessions and increase their teaching skills while pupils experience a wider range of activities. In
    April 2014, 54% of pupils attended an after-school sports club. With the additional resources, this has
    risen to 73% with a focus on those pupils who had previously been non-participators of sport.
  • Local authority support combined with guidance from the Dean Trust has been most effective in making
    this a good school. Regular visits and written reports have provided useful guidance. Links with other
    schools and agencies have been set up and the school is now in a position to share its strengths, as in
    writing in Year 6, with other schools. The analysis of data and observations of teaching have been
    invaluable for the headteacher and governors to check that they are on the right path to improve.
  • The governance of the school:
    Governors have made great strides forwards since the previous inspection. They have listened carefully
    to all of the advice provided. They have grown in determination to act as a body that does not just
    accept what they are being told but digs deeply for their own information. They have been most
    successful and now provide very effective governance to the school. Data is scrutinised and questions
    asked if a concern arises. For example, governors can provide a full explanation as to the improvement
    in pupils’ attainment in phonics (letters and their sounds).
    Governors have a good understanding of school life because they are regular visitors. They are linked to
    year groups as well as key aspects, such as the early years and provision for the gifted and talented
    pupils. As a result, they have first-hand experiences and understanding of the quality of teaching. They
    appreciate the high expectations of the senior leadership team and have been involved in resolving
    some issues when teaching did not reach the expected level. Governors review teachers’ performance
    and check that any request for a salary increase is supported by them exceeding their very challenging
    Financial management is effective. Additional funds are used wisely and followed up with checks that
    spending leads to improvements.
The behaviour and safety of pupils are outstanding
  • The behaviour of pupils is outstanding. Pupils rise to the high expectations of their behaviour. In lessons,
    they are eager to learn and often become very excited because the tasks capture their interests. However,
    their response to teachers’ requests for attention and learning is prompt and highly effective. The work
    skills of the older pupils are excellent. Group discussions are challenging and pupils thrive when asked to
    present the points of their deliberations.
  • Visitors are instantly aware of the warmth and caring ethos of the school. A friendly welcome is provided
    by all staff and pupils. Pupils are polite and quick to jump in and offer help when the need arises. They
    show the utmost respect for their teachers and each other. They enjoy a joke and a laugh. All are included
    and pupils encourage those who have difficulties to overcome personally, socially or academically.
  • At playtimes, pupils are energetic and competitive in ball games. However, this does not hamper their
    exemplary behaviour and willingness to consider others who opt for a quieter break chatting with their
    friends. When play is over, pupils line up orderly and no time is wasted as they settle back into lessons.
  • Overall, pupils attend regularly and attendance has risen to average.
  • The school’s work to keep pupils safe and secure is outstanding. Pupils feel very safe in school and know
    that staff are always available and willing to help. They value the opportunity to meet with the learning
    mentor if problems arise.
  • Pupils have a well-developed understanding of how to stay safe. They learn the important life skills
    needed to keep safe at school and in the community. Pupils recognise the hazards of harmful substances
    and know to be wary of strangers. Older pupils are taught to be alert to dangers on the internet and the
    school has displays warning of the dangers of sexual exploitation. Discussions reveal pupils’ knowledge of
    practical skills to keep safe. For example, not to use ear phones when walking in busy areas, to scream to
    draw attention if needed and to cross roads carefully.
  • A strong focus is placed on pupils’ understanding of bullying and they know it can take several different
    forms. They are adamant it does not happen in their school. Although few pupils are from minority ethnic
    groups, pupils are aware that racism is unkind and pointed out: ‘Everyone is unique and shouldn’t be
    treated differently.’ Year 6 pupils recently debated homophobia and this led to their graffiti work in the
    style of Banksy, which is proudly displayed in the playground.
  • A group of pupils who met with an inspector collaborated over the following description of their school:
    ‘We love our school. It is like a second home, with staff acting like our family and being very helpful. We
    can always have a little joke but know when it is time to get to work.’
  • Year 6 pupils express some trepidation about moving on to secondary school. This is linked to practical
    changes, such as travel and new teachers. However, overall it is linked to their sadness at leaving the staff
    who have supported them so well. Their aspirations have been raised and their maturity and sense of
    pride in their achievement is to be celebrated. They are kind and sensible pupils who are prepared well for
    the future.
The quality of teaching is good
  • Teaching has improved in response to leadership that has established consistency in methods and high
    expectations. A review of work in pupils’ books, monitoring carried out by senior leaders and external
    agents, and a review of pupils’ progress identify that good teaching is evident across the school.
  • Pupils talk about enjoying learning because it is not boring. This is because of the effort teachers put in to
    providing a variety of activities that sustain pupils’ interests. The introduction to a lesson in Year 2
    involved a letter with a problem to solve and points to earn before their teaching assistant’s throat
    lozenges would be returned. The result was obvious with pupils keen to get on with solving the problem.
  • Discussions and group work are the norm and part and parcel of pupils’ learning. At times, inspirational
    teaching enthuses pupils and they are eager to get down to work; so much so that, at times, they dislike
    interruptions by teachers to revise issues that are needed but keep them away from their tasks.
  • Year 6 pupils moved seamlessly from a whole-class session, which recapped their learning, to group work
    that tested out their skills. High quality resources of pictures and boards setting out their work captured
    their interests. By moving from group to group, pupils extended their skills and exchanged information.
    Ongoing assessment was astute as planned activities were omitted in the light of pupils’ good recall of
    previous work.
  • The management of pupils is excellent. It is based on good relationships and a consistency of
    expectations. Pupils are allowed to be energetic and, perhaps at times, too loud but this is linked to their
    learning. The response to teachers’ calls to attention is swift and pupils are keen to please their teachers.
  • A new approach to marking is in place and, in several cases, it is followed closely and effective. Teachers
    nearly always include a comment for pupils. When these identify precisely how improvements can be
    made, they are most effective. At times, the response expected from teachers is not sharp enough and
    pupils respond with an ‘OK’ rather than action to make work better.
  • Assessment is used successfully and work is set that matches pupils’ ability. It is sometimes too easy but
    for most of the time it is challenging, and allows pupils to choose and challenge themselves.
  • Teachers share their good subject knowledge when asking questions such as ‘prove it’ to make pupils fully
    explain their answers.
  • The teaching of reading is good. The new approach to teaching phonics includes practical activities, as in
    Year 1 using a game of snakes and ladders to identify new words that start with ‘qu’. Teachers are
    improving pupils’ enjoyment of reading by providing more opportunities to share a good book. Questions
    are raised to ensure that pupils understand what they have read. Older pupils are challenged to recognise
    inference and understand beyond the written word.
  • Impressive writing in pupils’ books in Year 6 reflects the good and often better teaching of writing.
    Teachers insist on work being presented neatly. Targets in pupils’ books remind them of the need to use
    their grammar, punctuation and spelling skills in their work. Spelling is the weaker aspect of writing and
    errors in their books are not always pointed out or a system to learn from them followed up.
  • The teaching of mathematics is effective. Teachers have secure knowledge and ensure pupils have a bank
    of skills to draw from to solve problems. Regular activities check on their basic knowledge, as in Year 6
    revising their 12 times tables. At times, pupils need an extra prompt to ensure they fully understand what
    is expected and apply their skills at a deeper level rather than opting for the easier way to solve a
  • Teaching assistants play a full part in lessons and in supporting pupils in extra small group activities. They
    have been trained effectively so that their skills are good and questions effectively extend pupils’
    vocabulary, understanding and skills.
The achievement of pupils is good
  • The results of national tests have been below average but are gradually rising year on year with an
    increase in the number of pupils attaining the level expected for their age. At the end of both key stages,
    overall attainment has been held down by the lack of pupils reaching above average levels. Over the last
    year, in response to strong teaching, the school has succeeded in raising attainment by ensuring that
    more pupils reach above average levels. School data and the evidence in pupils’ books show that pupils
    now make consistently good progress from their individual starting points.
  • While they make good progress from their starting points, children leave the early years with skills,
    knowledge and understanding below the level expected for their age. Progress in Key Stage 1 has
    improved and pupils now make consistently good progress from their individual starting points. The results
    of the national screening test in Year 1 were below average in 2013. The school’s response was swift and
    effective. A change of practice led to results doubling in 2014, rising to above average. Improvements are
    also evident across other subjects. The attainment of pupils currently in Year 2 is securely in line with
    what is expected for their age in reading, writing and mathematics.
  • Good progress is sustained in Key Stage 2 with evidence in books of pupils making very good progress.
    The rise in the number of pupils reaching above average attainment has completed the last part of the
    jigsaw in ensuring that overall attainment is now broadly average in reading, writing and mathematics.
  • Attainment in pupils’ skills in grammar, punctuation and spelling has been too low. Improvements in
    grammar and punctuation are evident in pupils’ work but spelling is not as strong throughout the school.
    At times, pupils apply their phonic skills to words that do not follow the rules and this leads to mistakes.
    Teachers do not always insist that pupils correct errors and then practise them.
  • Overall attainment in writing is average. The focus on writing imaginatively has reaped benefits, with
    some amazing examples of writing in Year 6. When writing poems about Liverpool, one example included:
    ‘The beady eyes of the Liver Birds carefully stalking one’s every move.’ Stories are structured well and the
    best examples include dialogue to develop the characters.
  • Teachers are aiming to increase pupils’ love of reading to raise the overall average attainment to above
    average. The impact is emerging in Year 6 with pupils having favourite authors. They could explain the
    type of stories they prefer and appreciate the time to read quietly in class. Pupils use their skills to support
    their learning in other subjects.
  • Improvements in their basic skills ensure pupils reach the level expected in mathematics. Many apply
    these skills successfully to solve problems. In Year 6, many pupils are working at higher levels by testing
    out their ideas and challenging themselves to a greater depth. This practice is not evident throughout the
    school, with some evidence of pupils lacking confidence in applying their skills.
  • The most able pupils make good progress and this has been pivotal in the improvement in attainment.
    These pupils benefit from small classes in Year 6 and challenging teaching. Close tracking identifies those
    who may be on the cusp of reaching above average levels. Additional help has proved profitable in
    accelerating their progress. The school now has more pupils reaching above average attainment, with
    some on track for the very high Level 6.
  • Disabled pupils and those who have special educational needs make good progress. Their needs are fully
    met and assessment keeps track of their progress. Teaching assistants are skilful in ensuring understand
    their tasks and extend their skills. These pupils play a full part in lessons, contributing to discussions and
    sharing their achievements with others at the end of lessons.
  • Disadvantaged pupils make good progress compared with national expectations of progress and also
    compared with the progress of other pupils in school. At times, these pupils perform better than other
    pupils in school. This can be attributed to the close tracking of their progress and checks that ensure
    additional funding is used effectively to supplement their needs.
  • In 2014, disadvantaged pupils were above the average of other pupils in the school in reading by half a
    term and behind other pupils nationally by one and a half terms. In writing, attainment was a term ahead
    of other pupils in the school and behind this group nationally by a little more than half a term. In
    mathematics, pupils were above their peers in school by three quarters of a term and below others
    nationally by a term. Social needs are also supported by the learning mentor that enables pupils to be
    more prepared for learning.
The early years provision is good
  • Children start school with attainment that is below than what is typical for their ages especially in early
    skills of reading, writing, number and speaking. They make good progress, especially in their social skills
    and speaking. This is linked to the teachers’ focus on these essential skills. An increasing number of
    children reach the level that is typical for their age, especially in their health and self-care, and listening
    and attention. They are more confident children but still have a way to go in their literacy and number
    skills to be fully prepared for Year 1.
  • Teaching is effective because all staff are skilled in meeting the needs of this age range. They use
    assessment effectively to ensure the most able are challenged and those who have special educational
    needs are supported to make good progress. Staff are quick to build on pupils’ enjoyment. For example,
    children loved the blossom of the trees in the outdoor area. This was used creatively to make perfume
    with the petals and print blossom pictures. Small group sessions teach children basic numeracy and early
    writing skills but these are not always promoted as much as possible when children move to other
  • The focus on learning through exploration is good. Children delight in finding snails and worms outdoors,
    and painting and model making indoors. Sometimes, when children are working without adult support, the
    task is not at their level as, for example, when the Nursery children are using computers. However, overall
    staff are alert to children who need support and intervene to ensure learning is effective.
  • Since moving into the new accommodation, staff have organised the space and resources effectively so
    that children can select their own resources. Good attention is given to the pupils’ well-being and they feel
    safe. Children have established friendships and behave very well.
  • Leadership and management are good. Staff are clear about their roles and the sessions run smoothly.
    Assessment is used well to identify the progress children make. Information is kept in well-maintained
    individual portfolios. Communication with parents is seen as a priority starting before children enter
    Nursery. Parents are kept informed about their children’s progress as well as being involved in other
    events. They enjoyed the Easter egg hunt and, in the school’s recent survey, nearly all parents said they
    were fully informed of their children’s targets.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
Grade 2 Good A good school is effective in delivering outcomes that provide well for all
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it is not
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is failing
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
Ofsted inspectors.

School details

Unique reference number 104421
Local authority Knowsley
Inspection number 462333

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 273
Appropriate authority The governing body
Chair Irene Tuzio
Headteacher Ruth Harrison
Date of previous school inspection 15 May 2013
Telephone number 0151 477 8120
Fax number 0151 477 8121
Email address reveal email: park…

print / save trees, print less