Castleway Primary School, located in Moreton, Wirral, underwent an inspection on November 29 and 30, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and early years provision also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and leadership and management.
Pupils at Castleway Primary School express pride in their school, highlighting a welcoming and inclusive environment. They understand the high expectations set by the school leaders regarding behavior and strive to meet these standards. The students, including those with special educational needs and disabilities, exhibit politeness, confidence, and articulate communication. They show empathy towards others and foster positive relationships, emphasizing the importance of treating everyone with respect.
Safety and security are paramount at Castleway, with pupils feeling comfortable discussing any issues with staff. They are aware of bullying and are confident that staff will address any concerns promptly. The school is in the process of enhancing its curriculum, and while pupils are motivated and eager to learn, there are still subjects where achievement levels do not meet expectations, particularly among early years students.
The school has made strides in establishing high expectations and a supportive culture, which has positively influenced staff morale. Leaders have worked to ensure that all pupils, including those with special educational needs, have access to a broad and ambitious curriculum. Subject leaders have identified essential content for each subject, providing clarity for teachers on what to teach and how it builds on prior learning. However, some subject leaders are still developing their expertise, which affects the consistency of curriculum delivery across subjects.
Reading is a focal point of the curriculum, with older pupils engaging enthusiastically in discussions about their favorite books. The early reading curriculum is structured, and staff receive training to effectively deliver phonics programs. However, there are concerns regarding the support provided to some pupils who struggle with phonics and early reading skills, leading to delays in their reading fluency and confidence.
In the early years, children are happy and socialize well, but the curriculum lacks clarity in some areas, resulting in activities that may lack purpose. This has impacted the achievement of early years children. Leaders have improved systems for identifying pupils' needs early, ensuring that those with specific needs receive effective support.
Pupils demonstrate positive behavior, with lessons rarely disrupted by poor conduct, allowing for focused learning. However, attendance remains an issue for some pupils, hindering their educational progress. The school provides opportunities for pupils to engage with the wider world, promoting diversity and equality throughout school life.
The governing body is knowledgeable and provides appropriate support and challenge to school leaders, demonstrating a commitment to high standards for pupils. The safeguarding arrangements are effective, with staff trained to recognize and respond to potential risks to pupils.
To improve, the school needs to enhance support for pupils struggling with phonics and early reading, ensuring they receive targeted assistance and regular practice. Subject leaders require further training to effectively monitor curriculum implementation, enabling teachers to deliver consistent and high-quality education. Additionally, leaders must take proactive measures to address attendance issues, ensuring all pupils attend school regularly. The early years curriculum needs to be structured coherently to provide clear learning objectives, particularly in communication and language, setting a strong foundation for future learning.
