Northway Primary and Nursery School, located in Wavertree, Liverpool, underwent an inspection on December 6 and 7, 2022. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, behavior and attitudes, and leadership and management. However, personal development and early years provision were rated as good. The previous inspection in October 2017 had rated the school as good.
Pupils and children in the early years expressed happiness at attending the school, noting the kindness and care of the staff. They feel safe and supported, with effective handling of bullying incidents. Improvements in behavior have been recognized, although some staff still have varying expectations regarding pupil conduct, leading to inconsistent behavior among some students.
Leaders have set high expectations for pupil achievement and have made efforts to strengthen the curriculum across various subjects. However, the impact of these changes is still emerging, resulting in uneven learning experiences for pupils. The early years curriculum is well-structured, fostering curiosity and independence among children.
Pupils engage in a variety of extracurricular activities, including sports and music, and appreciate the residential trips organized by the school. They actively participate in school life, taking on roles such as school councillors and play leaders.
The school has designed an ambitious curriculum, with subject leaders identifying essential knowledge for pupils from early years to Year 6. While most teachers demonstrate strong subject knowledge and deliver the curriculum effectively in some areas, inconsistencies exist in others. Some teachers do not provide appropriate learning experiences or check pupil understanding adequately, leading to misconceptions and gaps in knowledge.
In the early years, leaders have organized learning effectively, allowing children to build knowledge across Nursery and Reception classes. High-quality texts are used to support development in various learning areas, and children demonstrate confidence in discussing their learning.
A strong phonics program is in place, with staff trained to deliver it effectively. Most children and pupils develop phonics knowledge securely, although some struggle to catch up with reading. By the end of Key Stage 2, most pupils read fluently and confidently, and they show positive attitudes towards reading, enjoying the diverse range of texts available.
However, the school faces challenges in identifying and meeting the needs of pupils with special educational needs and disabilities (SEND). Some teachers lack the expertise to adapt the curriculum effectively for these pupils, resulting in uneven learning experiences. The behavior policy is generally applied consistently, but some pupils with complex needs still exhibit extreme behaviors that disrupt learning.
Leaders provide a robust personal development program, helping pupils develop character and resilience. Pupils learn to respect diverse cultures and backgrounds and engage in community service activities. Governors are beginning to hold leaders accountable for educational quality, and while some staff feel supported, others express concerns about the impact of recent behavior policy changes.
The safeguarding arrangements are effective, with staff trained to recognize and report concerns about pupil welfare. However, there are gaps in the recording of recruitment information, which need to be addressed. Overall, the school must focus on improving phonics support, ensuring consistent curriculum delivery, enhancing SEND support, and embedding behavior improvements to foster a more conducive learning environment.
