Childwall Valley Primary School

What Ofsted said

From the inspection on 9 June 2026

Pupils are proud to belong to this nurturing school, where staff know them well and celebrate their individual talents. Pupils appreciate that they can be themselves within the caring environment. Pupils embody the school’s values. They feel strongly that these values give them something to aim for in how they conduct themselves in school. This leads to a calm and harmonious community where pupils feel safe and feel that they belong. As a result, pupils treat each other with dignity and respect. Pupils report that bullying is very rare. When it does occur, staff deal with it swiftly and effectively. Many pupils join this school having experienced challenges in their lives. The skilled pastoral team carefully designs tailored support which impacts positively on pupils' wellbeing. Specialist therapeutic support is swiftly put into place for those who need it to ensure that the most vulnerable pupils thrive. Pupils attend school regularly. They generally arrive on time and speak enthusiastically about their learning. They benefit from an ambitious curriculum that is taught well. Pupils, including those who have special educational needs and/or disabilities, receive purposeful support from skilled staff. This helps them to settle quickly and prepare for learning. Across the school, most pupils, including those who face barriers to their learning, achieve well in a range of subjects. This means that pupils are suitably prepared for the next stage of their education. Pupil leaders are passionate about making the school a better place. School prefects and members of the school council are strong advocates for their peers and the school. Pupils behave well. They are courteous and use their manners without hesitation. Pupils enjoy social times and being active on the Fort Henry climbing frame. The reading pods are a popular place to visit and many pupils choose to immerse themselves in their favourite books.

What the school should improve

• Leaders should continue to embed their systems for promoting regular attendance so that pupils’ attendance rates continue to rise and persistent absence, especially for pupils with special educational needs and/or disabilities, reduces further.
• Leaders should ensure that the recently introduced approach to securing foundational knowledge in reading, writing and mathematics is followed consistently well so that all pupils, especially older pupils, have the core knowledge and skills that they need to be successful and ready for the next stage of their education.
• Leaders should ensure that teachers routinely design activities that help pupils to deepen and apply their learning across the curriculum.

Read the full Ofsted report (opens in a new tab)