Four Oaks Primary School, located in Liverpool, underwent an inspection on February 15 and 16, 2022. The overall effectiveness of the school was rated as requiring improvement, which reflects ongoing challenges in various areas of its educational provision. The quality of education was also deemed to require improvement, while behavior and attitudes, as well as personal development, were rated as good. Leadership and management, along with early years provision, were identified as areas needing improvement.
The school environment is described as calm and welcoming, where pupils generally enjoy learning and exhibit good behavior. They take pride in their work and achievements, and there is a strong sense of respect among pupils and staff. The school celebrates diversity, with pupils eager to share the various cultures represented within their community. They engage positively with different religions and cultures, contributing to a respectful atmosphere.
Pupils feel happy and safe at school, enjoying their social interactions. Staff are attentive to the needs of pupils, including those in the early years, and are trusted to resolve any issues that arise. While bullying is reported to be rare by pupils, some parents express differing views. However, the inspection found that incidents, including bullying, are thoroughly investigated and addressed by school leaders.
Leaders are committed to improving pupil achievement and have made strides in enhancing the curriculum. As a result, pupils in Years 1 and 2 are achieving better outcomes than in the past. Nonetheless, due to a previously inadequate curriculum, some pupils in Key Stage 2 face significant gaps in their learning, hindering their overall achievement.
In the early years, the curriculum is noted to be underdeveloped, with leaders not ensuring that children learn as much as they should, particularly those with special educational needs and disabilities. The curriculum planning in the early years lacks clarity, leading to insufficient guidance for staff and children, which can result in disengagement among some pupils.
Since the last inspection, leaders have collaborated with external consultants to create a more ambitious curriculum, particularly in Key Stages 1 and 2. The curriculum is now well-organized across subjects, and teachers are aware of the essential content to be taught. However, challenges remain in Key Stage 2, where pupils continue to lag behind due to the impact of the COVID-19 pandemic and the previous weak curriculum.
Teachers are beginning to implement effective assessment strategies to address misconceptions and missed learning, but this work is still in its early stages. While pupils are starting to build a stronger knowledge base, their recall of prior learning remains fragile, complicating the acquisition of new concepts, especially for those in Key Stage 2 and those with special educational needs.
In the early years, leaders have not adequately prepared children for Year 1, lacking defined expectations for what children should know in each learning area. This results in some children losing interest due to a poorly planned curriculum. Leaders are encouraged to finalize their early years curriculum planning to ensure that staff can effectively support children's learning.
The school has made effective use of resources to identify and support pupils with special educational needs and those learning English as an additional language. However, there is a need for better implementation of the guidance provided to teachers to meet the needs of these pupils effectively.
Overall, while Four Oaks Primary School has made progress in certain areas, significant work remains to ensure that all pupils receive a high-quality education and are adequately prepared for their future learning. The leadership team is tasked with addressing these challenges to enhance the educational experience for all students.
