Blackmoor Park Junior School

Blackmoor Park Junior School is a school where pupils feel safe, cared for and well supported personally. Safeguarding is met, and personal development is a clear strength: pupils benefit from warm relationships, high-quality pastoral care, a broad programme of trips, clubs and roles, and effective learning about health, relationships, online safety and British values. Behaviour is generally calm and orderly, bullying is rare and dealt with effectively, and leaders provide strong support for pupils who struggle to regulate their emotions. However, the school's academic provision is not yet strong enough. Attainment at the end of key stage 2 has been much lower than national averages, including for disadvantaged pupils, and some pupils with SEND or disadvantaged pupils do not make suitable progress. Teaching is inconsistent in reading, writing and mathematics, tasks are not always adapted to pupils' needs, and pupils do not always connect prior learning to new content. Attendance is a significant challenge, with high overall and persistent absence rates, though leaders' recent systems are beginning to have an impact. The school context is notable: it has a high proportion of pupils with SEN support, many pupils join with significant needs and low starting points, and leaders have only recently focused sharply on removing barriers to learning. Improvements in curriculum, teaching, inclusion and attendance are emerging but are at an early stage, and governors have not consistently challenged leaders on academic outcomes. Overall, the school has important strengths in care and personal development but needs sustained action to improve achievement, inclusion and attendance.

Strengths

• Safeguarding standards are met and pupils feel safe.
• Personal development and wellbeing provision is well structured, responsive and reviewed regularly.
• Pastoral care is high quality and staff build warm, positive relationships with pupils.
• Pupils behave well and the school has a calm, orderly environment.
• Leaders provide particularly effective support for pupils who struggle to regulate their emotions.
• Bullying and discriminatory behaviour are typically dealt with effectively.
• Pupils have access to a broad range of trips, clubs, roles and cultural experiences.
• Partnerships with outside agencies enrich pupils' learning and careers education.
• Leaders have effective systems for analysing attendance and are beginning to see impact.
• The curriculum is broad and appropriately sequenced.
• Recent improvements in mathematics and reading/writing are beginning to show gains, including multiplication tables check broadly in line with national.
• Leaders have a clear ambition for inclusion and put pupils at the heart of decision-making.
• Most staff, pupils and parents speak positively about the school and its community engagement.

Areas for Improvement

• Pupils' attainment at the end of key stage 2 has been much lower than national averages over time.
• Disadvantaged pupils' attainment is well below national averages.
• Some pupils with SEND and disadvantaged pupils do not make suitable progress from their starting points.
• Support for pupils with SEND and disadvantaged pupils is variable and not consistently effective.
• There are gaps in pupils' knowledge, particularly in writing and mathematics basics.
• Teaching is inconsistent, with unclear modelling and inconsistent identification of errors and misconceptions.
• Teachers do not always help pupils link prior learning to new content, limiting depth of knowledge.
• Some learning activities are not adapted to pupils' needs, slowing progress.
• Attendance remains a serious concern, with overall and persistent absence well above national averages.
• Too many pupils do not attend school regularly enough, including some absent for extended periods.
• Leaders' checks on curriculum and teaching quality have not led to improvements quickly enough.
• Governors have not challenged leaders sufficiently on pupils' academic outcomes.
• Pupils are not as well prepared for secondary school as they should be.
• Improvements to curriculum, teaching, inclusion and attendance are relatively new and not yet securely embedded.
• Support and training for inclusion has focused more on social and emotional needs than on removing learning barriers.

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 Blackmoor Park Junior School attended 93.0% of sessions (the national figure for primary schools was 94.8%). 21.7% 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, 0.9% of pupils at Blackmoor Park Junior 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 Blackmoor Park Junior School had 49.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 33.3% 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, 28.0% of pupils at Blackmoor Park Junior School were on SEN support (nationally 15.4%) and 3.8% 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 2025–26 Blackmoor Park Junior School received £6,917 and spent £7,071 for each of its 343 pupils. It ended the year with reserves of £10,000 (£29 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 Liverpool · Liverpool local authority: places and applications

What is Blackmoor Park Junior School's Ofsted rating?

The latest Ofsted rating for Blackmoor Park Junior School is Needs attention, from an inspection in June 2026.

When was Blackmoor Park Junior School last inspected by Ofsted?

Blackmoor Park Junior School was last inspected in June 2026.

How many pupils does Blackmoor Park Junior School have?

Blackmoor Park Junior School has 343 pupils on roll.

What age range does Blackmoor Park Junior School cover?

Blackmoor Park Junior School for pupils aged 7 to 11.

What are Blackmoor Park Junior School's SATs (KS2) results?

In 2025, 43% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Blackmoor Park Junior School?

Blackmoor Park Junior School is at Leyfield Road, Liverpool, Merseyside, L12 9HB.