Thomas Gray Primary School in Bootle, Merseyside, underwent an inspection on November 8 and 9, 2022, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
The school prioritizes the well-being and achievement of its pupils, with leaders, staff, and governors maintaining high expectations for behavior and academic performance. Parents and carers expressed strong support for the school, indicating they would recommend it to others. Pupils reported feeling cared for and safe, with effective measures in place to address bullying and name-calling.
The curriculum at Thomas Gray Primary School is ambitious and well-structured, providing a broad range of learning opportunities enhanced by various trips and visits. Pupils achieve well across subjects, and early years children, particularly those in the two-year-old provision, adapt quickly to learning routines, preparing them well for the next stages of their education. The school ensures that pupils with special educational needs and disabilities receive the necessary support to participate fully in school life.
Pupils are encouraged to take on responsibilities, such as applying for roles during special events like Parliament week. The curriculum is designed to engage pupils from early years through Year 6, with subject leaders receiving adequate training and support to implement it effectively. However, in some subjects, leaders are still refining the essential knowledge that pupils need to learn, which can lead to inconsistencies in learning outcomes.
Teachers benefit from specialist training that enhances their subject knowledge, allowing them to deliver the curriculum effectively. Assessment strategies are employed to monitor pupils' understanding, enabling teachers to address learning gaps promptly. Most pupils, including those with SEND, retain their learning well and deepen their knowledge as they progress.
In the early years, staff support two-year-olds effectively, ensuring a positive start to their education. However, some activities and resources in the Reception class do not align with curriculum aims, hindering optimal learning. The school has fostered a strong reading culture, with staff trained to teach phonics effectively. Reading is prioritized from the pre-school stage, and pupils receive support to catch up if they fall behind.
Leaders are proactive in addressing attendance issues, with initiatives like grab a bagel bag on Fridays encouraging pupils to attend school. The school emphasizes personal development, offering various extracurricular activities and trips that promote respect and tolerance, preparing pupils for life in modern Britain.
Governors play an active role in holding leaders accountable and are aware of the school's context and community needs. Safeguarding measures are robust, with staff trained to identify and respond to potential risks to pupils' welfare. Leaders ensure that pupils learn about local risks and online safety.
To further improve, leaders need to finalize the curriculum revisions in certain subjects and ensure that activities in the Reception Year support the intended curriculum aims. By addressing these areas, the school can enhance the learning experience for all pupils and continue its trajectory of improvement.
