Great Crosby Catholic Primary School, located in Sefton, Liverpool, has been recognized as a good school following its inspection on March 1 and 2, 2023. The school fosters a positive environment where pupils, including those in the early years, express enjoyment in attending. They demonstrate kindness and consideration towards one another, often describing the school as a happy place. The leadership team maintains high expectations for all students, including those with special educational needs and disabilities. An ambitious curriculum has been designed and effectively implemented, allowing all pupils to achieve well.
The school has established clear expectations for pupil conduct, and students adhere to school routines with maturity. Staff members are well-acquainted with pupils and their families, creating a supportive atmosphere that parents and carers appreciate, often referring to the school as a family. Pupils feel confident that their concerns will be addressed, contributing to a sense of safety. Incidents of bullying are managed swiftly and effectively by the leadership team.
Great Crosby Catholic Primary School offers numerous opportunities for pupils to explore their interests and talents. Extracurricular activities such as musical theatre, gymnastics, and choir practice are popular among students. Older pupils are encouraged to take on leadership roles, such as mental health champions, fostering a sense of responsibility.
The school excels in its ambitious approach to education, particularly for pupils with special educational needs. The curriculum is designed to equip all students with essential knowledge and skills. Leaders have identified key knowledge that pupils should retain, and the early years curriculum effectively prepares children for key stage one. Subject leaders are knowledgeable and have received appropriate training to develop the curriculum.
Teachers generally possess the necessary subject knowledge to provide clear explanations and create suitable activities for pupils. They carefully assess what pupils have learned and address any misconceptions. Opportunities for revisiting prior learning are provided, helping students connect new information with existing knowledge. Reading is prioritized within the curriculum, with a consistent phonics program in place. Children begin phonics instruction in Reception, and staff ensure that reading materials align with the sounds pupils have learned. Support is available for those who struggle with reading, although a small number of staff occasionally do not deliver the phonics program as intended, which can hinder some pupils' progress.
Most pupils in key stage two enjoy reading and are eager to discuss their favorite books. Teachers regularly read to students, selecting texts that enhance the curriculum and promote social awareness. Children in the early years also enjoy listening to stories and singing.
The school effectively identifies pupils who may have special educational needs, ensuring they receive timely support to engage fully in the curriculum alongside their peers. Pupils with special educational needs are included in all aspects of school life and achieve well.
Pupils generally behave sensibly, with younger students learning essential routines such as lining up for lunch. Positive behaviors are recognized, and pupils are encouraged to reflect on their actions when expectations are not met. Learning is rarely disrupted during lessons.
Leaders ensure that pupils learn about their local community and the wider world, emphasizing respect and dignity for all. Pupils are introduced to British values through participation in the school council, where they pitch ideas democratically. The school also informs pupils about various career paths as part of their broader development.
Governors actively support and challenge school leaders to enhance educational quality. Staff express pride in working at the school and appreciate the efforts made to support their well-being and reduce workload. The safeguarding arrangements are effective, with staff trained to recognize and report concerns. Leaders maintain accurate records of safeguarding issues and collaborate with external agencies to support vulnerable pupils and their families. Pupils learn about safety in various contexts, including online awareness. The school is committed to continuous improvement, particularly in ensuring that all staff deliver the phonics program effectively to support pupil reading development.
