St Hugh’s Catholic Primary School in Liverpool underwent an inspection on January 18 and 19, 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was rated as Good, while behaviour and attitudes, as well as leadership and management, were rated as Requires Improvement. The early years provision received a Good rating. The school has a diverse student body, with many pupils arriving from various countries throughout the year. They are welcomed warmly, and support is provided for those who speak English as an additional language. Pupils generally enjoy their school experience and appreciate their teachers.
The school offers a variety of extra-curricular clubs that allow pupils to explore their interests beyond the classroom. Many students achieve well across the curriculum, including those with special educational needs and disabilities. While pupils typically behave well during lessons, their behaviour during social times is less positive, with instances of rough behaviour and unkindness occurring. Teachers do not consistently address these issues, leading to a culture where such behaviour becomes normalized outside of learning environments. Additionally, pupils have a limited understanding of bullying, and leaders do not effectively manage some bullying and safeguarding concerns.
Leaders have developed a coherent curriculum that builds knowledge progressively from early years to Year 6. This curriculum is designed to help pupils develop their knowledge over time, and teachers effectively use assessment strategies to monitor learning. However, data from 2022 indicated that the attainment of most pupils in key stages 1 and 2 was significantly below the national average in reading, writing, and mathematics. This does not fully reflect the progress many pupils make from low starting points upon entering the school. Leaders and teachers adapt their curriculum delivery to support new pupils who join at different times of the year, ensuring that those with special educational needs can access the same learning as their peers.
Reading is a priority for the school, with a strong focus on helping pupils learn to read quickly. Teachers effectively promote language skills and deliver the phonics programme well, matching books to the sounds pupils know. Additional support is provided for early readers, helping them catch up swiftly. The early years curriculum is well-designed, fostering good habits and behaviours for learning among children. Positive relationships are encouraged, and the learning environment is organized to support exploration and learning.
While leaders promote personal development effectively, helping pupils understand physical and mental well-being, issues arise during break times where some pupils engage in rough interactions. There is a lack of clear guidance for staff on managing these behaviours, and the curriculum does not adequately equip pupils to recognize or report bullying. Leaders do not maintain detailed records of bullying incidents, limiting their ability to identify patterns and respond effectively. Governors engage positively with the school but lack sufficient information to evaluate their work and that of the leaders, which hinders their ability to address weaknesses.
The safeguarding arrangements are effective, with staff trained to identify signs of risk and report concerns promptly. However, leaders' responses to safeguarding concerns are not always robust, and there is room for improvement in how these actions are recorded and reported. Overall, while the school has strengths in its educational offerings and support for pupils, significant areas for improvement remain, particularly in behaviour management, understanding of bullying, and the effectiveness of leadership and governance.
