Netherley Park Primary School

Strengths

• Safeguarding standards are met, with an open culture of safeguarding.
• Children in the early years typically settle well and build warm, trusting relationships with staff.
• Staff use clear, positive language to support children's communication skills.
• Most children develop secure phonics knowledge by the end of Reception and apply it in writing.
• The phonics programme is delivered consistently well, with additional support for pupils who struggle with early reading.
• Pupils benefit from educational visits, clubs, outdoor adventurous activities, sporting and musical events.
• Some older pupils take on leadership roles, and the school council helps pupils understand democratic systems.
• Relationships and sex education is age-appropriate, and pupils understand consent, healthy relationships and online safety.
• Leaders provide quiet areas and activities to support pupils' fitness, health and emotional wellbeing.
• Most pupils feel safe and know whom to speak to if they have worries.
• Staff-pupil relationships are mostly positive.
• Pupils can access quieter areas if they feel overwhelmed.

Areas for Improvement

• The school requires special measures because it is failing to provide an acceptable standard of education.
• Early years curriculum does not ensure all children, especially those with SEND, develop the skills and understanding they need.
• Children's mathematical and personal, social and emotional development are less well supported than reading and language.
• Early years staff do not consistently check understanding or intervene promptly, and do not consistently receive support for differing needs.
• Personal development provision is not carefully planned, and a small number of pupils use derogatory language.
• Unpleasantness and social difficulties frequently spoil breaktimes, and staff do not intervene consistently well.
• Some pupils are not sufficiently supported to manage emotions or build resilience and self-confidence.
• Year 6 outcomes in reading, writing and mathematics are low, and too many pupils do not meet the expected standard in the Year 4 multiplication check.
• Many pupils lack fluency in English and mathematics, and disadvantaged pupils' attainment in Year 6 is significantly below national disadvantaged pupils.
• Recall across wider curriculum subjects is variable, mathematics understanding is inconsistent, and written presentation varies widely.
• Leaders do not have effective oversight of attendance and punctuality; attendance is low, persistent absence is rising, and many pupils are frequently late.
• Suspension rates are increasing for disadvantaged pupils and pupils with SEND, causing them to fall further behind.
• Pupils' conduct varies widely, and leaders have not prevented a significant minority from developing concerning behaviour and poor attitudes.
• Disruption, disrespect, arguing, name-calling and fighting are regular occurrences, and bullying is not dealt with consistently.
• Staff have not accessed relevant training to manage behaviour effectively.
• The curriculum is not adequately sequenced, and teachers are unclear about what to teach and in what order.
• Teachers do not routinely identify and address gaps or misconceptions, especially affecting pupils with SEND and disadvantaged pupils.
• New learning is often introduced before pupils are ready, particularly in mathematics.
• Some pupils with SEND access school part-time or spend most of their time away from peers.
• Leaders do not use additional funding well enough to help pupils catch up, and the curriculum is not accessible for all.
• Teachers do not adapt classroom approaches well enough for pupils facing additional barriers.
• Leadership and staffing have been turbulent, and the governing body does not provide effective support and challenge.
• Leaders do not have a clear understanding of the causes of poor attendance, behaviour and achievement.
• Leaders do not consistently make decisions in pupils' best interests or ensure staff follow agreed policies.
• Systems for efficient school operation and staff guidance are not effective.
• Governors lack the knowledge to hold leaders to account for attendance, behaviour and achievement.

• Primary Schools
• Secondary Schools