The inspection was carried out by one of Her Majesty’s Inspectors of Schools (HMI). HMI evaluated the overall effectiveness of the school and investigated the following issues: pupils’ achievement; care, guidance and support; the quality of teaching and learning; and the effectiveness of managers in improving education and care for the pupils. Evidence was gathered by observing lessons, scrutinising school documentation and questionnaires completed by parents, and by talking with pupils, governors, staff and the headteacher.

Other aspects of the school’s work were not investigated in detail, but HMI found evidence to suggest that the school’s own assessments, as given in its self-evaluation, were justified.

St Columba’s is a larger than average primary school, set in an area of significant socio-economic disadvantage. The take-up of free school meals is much higher than average. Although the proportion of pupils with a statement of special educational needs is below the national average, there is a much higher than average proportion of pupils with learning disabilities and/or difficulties (LDD). Pupils are almost exclusively of White British heritage.

Grade 1 Outstanding

Grade 2 Good

Grade 3 Satisfactory

Grade 4 Inadequate

Overall effectiveness of the school Grade: 2

St Columba’s is a good school, with some outstanding features, including the pastoral care it offers to its pupils, enabling them to thrive as individuals and to make good progress in their learning. Most children enter the Foundation Stage with skill levels exceptionally below national expectations. However, by the time they leave the school, the standards they reach are in line with national averages. This means that, overall, pupils make good progress during their time at St Columba’s. Parents and pupils value the dedication of staff, reflected in the good teaching and excellent care at the school. There is an atmosphere of respect and industry as pupils make the most of their time here. The new headteacher is building effectively on the strengths of the past and his impact and energy is evident through further improvements in attendance and in the school’s infrastructure.

Children make very good progress during the Foundation Stage, where the careful adaptation of support and teaching meets children’s needs, enabling them to develop their learning and social skills. Having entered Key Stage 1 with levels of attainment well below average, pupils make good progress there, although performance in writing is weaker than in reading or mathematics. At the end of Key Stage 2, pupils reach standards that are in line with the national average and make good progress overall. Pupils with LDD also make good progress. Pupils make better progress in mathematics and science than in English. Most pupils are keen to learn, know what their targets are and what to do next to reach them. Pupils at St Columba’s reach challenging targets, given their starting points and capabilities.

Pupils’ spiritual, moral, cultural and social maturity is underpinned by the evident Catholic ethos at St Columba’s, their good behaviour and their respect for each other. Pupils’ views are heard here: for example, they led to a revised behaviour policy to ensure that good behaviour is recognised and rewarded, as well as reducing incidents of weaker behaviour. Parents are overwhelmingly appreciative of the work of the school and its staff. The school’s imaginative efforts to improve attendance have borne fruit: it is now in line with the national average. Pupils are ready to share their views with adults, feel safe and have faith in their teachers and their school council (which was involved in the appointment of the new headteacher). Pupils are confident that they would speak to an adult in the school should they have any concerns. Pupils’ enjoyment of school is evident in their demeanour, play and their involvement in lessons. The school’s provision for healthy food and physical exercise is valued by pupils, as they understand the need to keep fit and avoid unhealthy foods and drink. Pupils are well informed about the nature of Britain’s diversity, both through the curriculum and through involvement in such activities as the Knowsley against racism project.

Teaching and learning are good, with well-planned lessons and very good relationships between teachers and pupils. The best lessons are well paced, lively and informative, with a range of interesting activities so that pupils are well motivated and are clear about what they are expected to learn. In satisfactory lessons, a slower pace leads a few pupils to become distracted. The work of skilled teaching assistants provides the pupils with LDD with the confidence to tackle challenging work and other pupils talked of their targets and what they individually needed to do to reach the next level. Marking of pupils’ work is strongest in the junior phase, where it is evaluative and supportive. Assessments of pupils’ work enables effective support to be provided for groups or individuals, resulting in improvements to their progress and attitudes to learning. However, higher attaining pupils commented that, during some lessons, they were set insufficiently testing work.

The work in the Foundation Stage at St Columba’s is outstanding. Children enter with skill levels that are significantly below those typical of their age, particularly in language and social development. They make very good progress as a consequence of the high quality education and care provided. Transition arrangements are very effective. Accurate assessment ensures that specific weaknesses are identified early and support is appropriately tailored to such needs, resulting in pupils making better progress in social skills and in their learning. Productive relationships with parents contribute to that work and to parents’ close involvement in their children’s progress. The curriculum has been shaped to cater specifically for the needs of all learners. It offers a rich range of stimulating activities which provide many opportunities for imaginative play, teamwork and the promotion of speaking and listening skills. The leadership and management of the Foundation Stage is outstanding, combining professionalism and a clear vision of what each child can gain here. Effective teaching and learning means that pupils enter Key Stage 1 having made very good progress.

• Improve achievement in literacy, especially in writing.

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