Evelyn Community Primary School

Evelyn Community Primary School is a caring, inclusive community school where pupils are happy, safe and well-mannered. Inclusion is a notable strength: leaders are relentless in reducing barriers to learning and wellbeing, identify needs quickly, and provide targeted support so pupils with SEND and disadvantaged pupils thrive. Disadvantaged pupils achieve very well, and pupils typically leave Year 6 with above-national-average results in reading and mathematics. Attendance is improving, persistent absence is falling, and behaviour is positive. Most areas of the school are at the expected standard. The curriculum is logically ordered and builds knowledge over time, teaching is generally secure, and staff use effective adaptations. However, there are inconsistencies in phonics modelling, and Year 1 phonics screening outcomes have been below average, although leaders have acted. Some gaps in writing punctuation and handwriting are not addressed quickly enough in key stage 1 and lower key stage 2. Early years is positive, but in some areas leaders have not identified the precise smaller building blocks of knowledge. Leadership and governance are accurate and ambitious, staff feel supported, and safeguarding standards are met. The school serves a community with well-above-average deprivation and a growing number of pupils with SEND; leaders have strengthened staff skills accordingly. The next steps are to sharpen phonics consistency, improve writing/punctuation/handwriting response, and refine early years curriculum precision.

Strengths

• Inclusion is a strong standard, with leaders removing barriers to learning and wellbeing.
• Disadvantaged pupils achieve very well, supported by targeted funding and focused English and mathematics support.
• Pupils, including those with SEND, achieve above national averages in reading and mathematics by the end of Year 6.
• Pupils achieve very well in grammar, punctuation and spelling tests.
• Attendance is close to national average and persistent absence is decreasing due to leaders' targeted work.
• Pupils are well-mannered, kind and feel safe; bullying is rare and resolved quickly.
• The curriculum is logically ordered and builds knowledge over time, with teachers using secure subject knowledge.
• Early years children are happy, safe and develop positive attitudes to reading.
• Personal development is coherent and considered, with rich opportunities such as clubs, careers events and pupil leadership roles.
• Leadership and governance are accurate and ambitious; staff feel supported and value professional learning.
• Safeguarding standards are met.

Areas for Improvement

• Phonics screening check outcomes in Year 1 have been below average, despite leaders' timely actions.
• Inconsistencies remain in how phonics sounds are modelled, slowing reading progress for some pupils.
• Gaps in pupils' punctuation and handwriting are not identified and addressed promptly, particularly in key stage 1 and lower key stage 2.
• In some early years areas, leaders do not identify the precise smaller building blocks of knowledge, leaving staff less clear about learning goals.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Evelyn Community Primary School attended 95.4% of sessions (the national figure for primary schools was 94.8%). 12.3% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Evelyn Community Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Evelyn Community Primary School had 19.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 3.2% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 12.0% of pupils at Evelyn Community Primary School were on SEN support (nationally 15.4%) and 3.6% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Evelyn Community Primary School received £6,502 and spent £6,791 for each of its 250 pupils. It ended the year with a deficit of £75,000 (-£299 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Prescot · Knowsley local authority: places and applications

What is Evelyn Community Primary School's Ofsted rating?

The latest Ofsted rating for Evelyn Community Primary School is Expected standard, from an inspection in September 2026.

When was Evelyn Community Primary School last inspected by Ofsted?

Evelyn Community Primary School was last inspected in September 2026.

How many pupils does Evelyn Community Primary School have?

Evelyn Community Primary School has 250 pupils on roll.

What age range does Evelyn Community Primary School cover?

Evelyn Community Primary School for pupils aged 3 to 11.

What are Evelyn Community Primary School's SATs (KS2) results?

In 2025, 79% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Evelyn Community Primary School?

Evelyn Community Primary School is at Evelyn Avenue, Prescot, Merseyside, L34 2SP.