Waterloo Primary Academy, located in Blackpool, Lancashire, underwent an inspection on November 21 and 22, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development, while early years provision was also rated as good.
The head of school, Jenny Brown, leads the institution, which is part of the Zest Academy Trust. The trust is overseen by CEO Mark Hamblett and a board of trustees chaired by Philip Thompson. The school fosters warm and respectful relationships among staff, pupils, and families, creating a welcoming environment where pupils feel happy and supported. Strong pastoral care is evident, with staff modeling positive behaviors and social interactions, contributing to a calm and polite atmosphere throughout the school.
Recent actions have been taken to address the issue of poor achievement among pupils. The curriculum has been redesigned to raise expectations for what pupils can achieve, resulting in notable improvements in the performance of younger pupils, including those in early years. However, older pupils have not benefited as much from these changes and continue to underperform. The school encourages pupils to take on leadership roles, such as kindness ambassadors and members of the school council, which fosters a sense of community and belonging.
While the school has made strides in improving the quality of education, there are still areas that require attention. The curriculum is generally ambitious, but in some subjects, it does not align with national expectations. School leaders are working to address these weaknesses, but support from the multi-academy trust has been insufficient to facilitate the necessary improvements at the required pace. Most staff design appropriate learning experiences, particularly in early years, where there is a strong focus on developing knowledge and vocabulary.
In certain subjects, however, inconsistencies in curriculum delivery have been noted, with some staff lacking high expectations for pupil learning. This has resulted in gaps in knowledge for some older pupils, hindering their preparedness for the next stage of education. The school recognizes that its assessment strategies are still developing, which affects the ability to check pupil learning effectively. Consequently, some older pupils have unaddressed gaps in their knowledge.
The school has established effective reading programs, ensuring that staff are clear about the phonics pupils should learn. However, there is a lack of targeted support for older pupils who struggle with reading, which slows their progress in closing knowledge gaps. The school’s values of pride, endeavor, equality, and respect underpin its personal development program, equipping pupils with knowledge for life in modern Britain through various clubs and trips.
Trustees have not provided sufficient oversight of the school’s operations, limiting their ability to support and challenge school leaders effectively. Many local governing body members are new and lack experience, which affects governance quality. Leaders actively seek staff feedback and have made adjustments to reduce workload, positively impacting staff well-being. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils. Overall, while the school has made progress, there are critical areas that need improvement to enhance the educational experience for all pupils.
