Moving beyond the floor target case study: Middlefield Primary School, Liverpool

• Date: Jan 2008
• Programme: Improving Schools Programme (ISP)
• Focus: Tackling underachievement in schools causing concern
• Number in series: 2
• School name: Middlefield Primary School
• Phase: Primary
• Key stage: Foundation stage, Key Stages 1 and 2
• Local authority: Liverpool
• Ref: 00150-2008DWO-EN-01

School context and profile

Middlefield Primary School is a larger than average primary school situated in the southern outskirts of Liverpool. The school’s location is recognised by the LA as one of acute social need. Statistics show it to be an area of multiple deprivation with challenging social and economic circumstances.

• A very high proportion of pupils have learning difficulties and/or disabilities. The school is also resourced to provide 18 places for pupils from across the LA who have social, emotional and behavioural difficulties.
• The number of pupils who start or leave the school at random points throughout the year is very high.
• The school was opened in 2002 due to the amalgamation of two schools, and was invited to join the Intensifying Support Programme (ISP) for a second time in September 2005.
• The headteacher, who had been the deputy headteacher of the school since its creation, took up her post in September 2006.
• The New Relationship with Schools and the introduction of School Improvement Partners (SIP), coupled with the appointment of the new headteacher, has resulted in a productive working partnership which is effective in supporting and challenging the school to bring about improvement in standards using the ISP.
• The current SIP has worked with the school since October 2006 and the school was an LA project school 2006–07.

The school’s recent Ofsted report stated that the school needed to:

• raise standards and achievement in English, mathematics and science throughout the school
• improve the consistency of the quality of teaching and learning, including in the Foundation Stage (FS)
• improve levels of attendance.