St Anne's (Stanley) Junior Mixed and Infant School

St Anne's is a warm, caring school where pupils feel safe and valued. Safeguarding standards are met, attendance is well above national averages and persistent absence has been reduced, and pupils generally behave well and are courteous. Inclusion is a relative strength: leaders identify SEND quickly and use external specialists and additional funding well to support disadvantaged and vulnerable pupils. However, the school is not yet performing consistently well in achievement and curriculum. Younger pupils do not acquire fundamental reading, writing, mathematics and communication skills quickly enough, reflected in low phonics and multiplication checks, and some need unnecessary catch-up later. Teaching quality varies, support for some SEND and EAL pupils is not consistently well adapted, and early years practice does not consistently build on children's starting points or provide high-quality interactions. Leadership and governance need attention. Governors have not fully addressed previous weaknesses in curriculum oversight, and some leaders' strategic actions and evaluation lack precision, so long-standing issues in younger pupils' basic skills have persisted. The school has had significant recent change, with interim leaders in post for a very short time, and serves a larger-than-average population with above-average free school meals and well-above-average deprivation. Personal development is broad and rich, though pupils' knowledge of diversity, protected characteristics and fundamental British values is not secure.

Strengths

• Safeguarding standards are met, with an open culture of safeguarding.
• Pupils attend well; overall attendance is above national and persistent absence has been reduced.
• Pupils are courteous, calm and focused, and bullying is rare.
• The Thrive Room helps pupils regulate emotions and manage behaviour.
• Leaders identify SEND quickly and secure effective specialist support.
• Additional funding is used well to support disadvantaged pupils' welfare and access to activities.
• Personal development is broad, with trips, speakers, theatre and a wide range of clubs.
• Pupils learn about physical and mental health, emotions, dental hygiene, diet and safety.
• Vulnerable pupils receive well-matched wellbeing support, including talking therapies.
• Older pupils typically catch up and are well prepared for secondary school.
• Pupils generally achieve well in subjects beyond English and mathematics.
• The curriculum is broad and balanced, with improved schemes in older year groups.
• Early years staff build warm, nurturing relationships and support settled transitions.
• Staff feel valued and supported, with manageable workload and professional development.
• Leaders engage well with external partners and the local community.

Areas for Improvement

• Younger pupils do not learn fundamental reading, writing, mathematics and communication skills quickly enough.
• Phonics screening in Year 1 and the multiplication check in Year 4 are low.
• Some pupils, including some with EAL, are left with unnecessary catch-up.
• Teaching quality varies in English and mathematics in some year groups.
• Leaders' strategic actions lack focus and precision, and monitoring of impact is weak.
• Support and adaptations for some SEND and EAL pupils are not consistently effective.
• Early years curriculum does not sufficiently account for children's individual starting points.
• Early years interactions are not consistently high quality, slowing communication and language development.
• Some children are not as prepared for Year 1 as they should be.
• Pupils' knowledge of diversity, protected characteristics and fundamental British values is not secure.
• Governors have not sufficiently addressed previous weaknesses in curriculum oversight.
• Governors and some leaders do not challenge or evaluate curriculum implementation and impact robustly.
• Long-standing issues in younger pupils' attainment and basic skills have not been tackled successfully.

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 St Anne's (Stanley) Junior Mixed and Infant School attended 96.0% of sessions (the national figure for primary schools was 94.8%). 7.3% 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, 2.0% of pupils at St Anne's (Stanley) Junior Mixed and Infant 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 St Anne's (Stanley) Junior Mixed and Infant School had 19.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% 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, 18.0% of pupils at St Anne's (Stanley) Junior Mixed and Infant 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 St Anne's (Stanley) Junior Mixed and Infant School received £7,331 and spent £7,317 for each of its 382 pupils. It ended the year with reserves of £94,000 (£246 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).

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What is St Anne's (Stanley) Junior Mixed and Infant School's Ofsted rating?

The latest Ofsted rating for St Anne's (Stanley) Junior Mixed and Infant School is Needs attention, from an inspection in October 2026.

When was St Anne's (Stanley) Junior Mixed and Infant School last inspected by Ofsted?

St Anne's (Stanley) Junior Mixed and Infant School was last inspected in October 2026.

How many pupils does St Anne's (Stanley) Junior Mixed and Infant School have?

St Anne's (Stanley) Junior Mixed and Infant School has 395 pupils on roll.

What age range does St Anne's (Stanley) Junior Mixed and Infant School cover?

St Anne's (Stanley) Junior Mixed and Infant School for pupils aged 3 to 11.

What are St Anne's (Stanley) Junior Mixed and Infant School's SATs (KS2) results?

In 2025, 66% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is St Anne's (Stanley) Junior Mixed and Infant School?

St Anne's (Stanley) Junior Mixed and Infant School is at Prescot Road, Old Swan, Liverpool, Merseyside, L13 3BT.