St Clement's CofE Primary School

Inspection of St Clement’s CofE Primary School Abbey Hey Lane, Higher Openshaw, Manchester M11 1LR

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Overall effectiveness

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision

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Overall effectiveness

Requires improvement 11–12 February 2020

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What is it like to attend this school?

Everyone receives a warm welcome at this school, regardless of their race, gender or culture. Many pupils who join the school speak very little English. From an early age, these pupils are well supported by staff. This helps them settle into school life quickly.

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What is it like to attend this school?

Most pupils, including those with special educational needs and/or disabilities (SEND) live up to the high expectations that staff have of them. We observed pupils with happy, smiley faces learning, playing and enjoying school.

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What is it like to attend this school?

The pupils that we spoke to told us that they feel safe. They share any worries or concerns that they have with staff. Pupils have friends from across different year groups. They care for each other. They behave well and are keen to learn. Pupils told us that bullying does happen occasionally, but adults soon sort it out.

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What is it like to attend this school?

Pupils enjoy taking on roles of responsibility such as school councillor, e-cadet or reading ambassador. They enjoy a wide range of after-school clubs and exciting trips, and residentials, that broaden their experiences.

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What is it like to attend this school?

Most parents and carers are grateful for the high standards of care and attention given to their children. They welcome the fact that the headteacher and her staff know the pupils so well.

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better?

Leaders and governors are determined that all pupils achieve to their best. In key stage 1, pupils’ achievement in reading, writing and mathematics has improved since the last inspection. In 2019, significant cohort issues adversely affected the end of key stage 2 published data. This is not a true picture of the school. Pupils achieve well across the curriculum.

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better?

The curriculum meets the needs of pupils. It is planned in a logical way. Mathematics, reading and computing are well organised. Teachers know what they should teach and in what order. Leaders make regular checks on how well pupils are doing in these subjects. However, the systems to check how well curriculum plans are working in subjects such as history, music, art and design, design and technology and modern foreign languages are less well developed. Sometimes pupils are unable to remember previous learning in these subjects.

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better?

Teaching pupils to become confident and fluent readers is a top priority. The phonics programme is delivered well. The proportion of pupils reaching the expected standard in the Year 1 phonics screening check has improved significantly in recent years. However, although phonics is taught daily in early years and key stage 1, distractions in the environment sometimes stop children from concentrating on their phonics learning. Pupils who fall behind with their reading are given good support to 11–12 February 2020

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help them catch up. The books that pupils read are well matched to the sounds that they have learned. Pupils across the school show a love of reading.

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Pupils show a keen interest in mathematics. They enjoy solving complex problems using a variety of methods. They apply what they can remember to new learning. Teachers explain new learning well. They make good use of assessment information to plan activities which build on pupils’ prior learning. As a result, pupils in Year 6 are ready for the challenges of key stage 3.

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Pupils with SEND achieve well. The curriculum is carefully adapted to meet the needs of these pupils. Teachers ensure that pupils with SEND are fully involved in lessons, for example by using coloured overlays to assist pupils with dyslexia. Staff are confident in supporting pupils with SEND because there is regular, good-quality training.

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The school’s Christian ethos is the foundation for pupils’ personal development. This is given a very high priority by staff. The school is like one big family, where all races, religions and cultures are celebrated. This helps develop pupils’ understanding of life in modern Britain. Pupils treat each other well and poor behaviour rarely disrupts lessons. Pupils attend school regularly. Leaders pay close attention to pupils’ physical and mental health well-being.

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The early years is a hive of activity. Children are engaged in a wide range of exciting activities that cover all areas of their learning. Staff know what is expected of pupils in Year 1. They strive to ensure that children are ready by the end of the Reception Year by helping them meet their early learning goals. Staff take every opportunity to develop children’s reading skills and to promote their language development. The proportion of children achieving a good level of development has increased in recent years.

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Governors have a good knowledge of the school’s strengths and areas for improvement. They ensure that the well-being of pupils and staff is given a high priority.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders make careful checks on the suitability of adults who work in school. Staff receive regular safeguarding training. This enables them to spot potential signs of abuse. Staff are also alert to the signs of female genital mutilation and radicalisation. They know who to speak to and where to record their concerns.

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Safeguarding

Pupils are taught how to keep themselves safe, including how to stay safe online.

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Safeguarding

Leaders work closely with professionals in other agencies to ensure that vulnerable pupils and their families get the appropriate support for their needs. 11–12 February 2020

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(Information for the school and appropriate authority)

 Pupils achieve well in phonics. However, when pupils are leaning phonics they are often distracted by what is going on around them. Leaders must ensure that phonics is taught in a settled environment where distractions are kept to a minimum. Doing so will enable pupils to apply themselves so that they can achieve as well as possible.  Not all subject leaders have the opportunity to check if curriculum plans are working in practice. As a result, leaders are less aware of how well pupils achieve in some subjects. This has led to some pupils having gaps in their knowledge. Leaders must ensure that they check that teachers are delivering the curriculum according to their plans. This would assist them to know how well pupils achieve across the curriculum.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 11–12 February 2020

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School details

Inspection number 10135061 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 13–14 March 2018, under section 5 of the Education Act 2005

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 During the inspection, we met with the headteacher and senior leaders. We met with members of staff and with five members of the governing body including the chair of governors.  We observed pupils’ behaviour in lessons and around school.  We spoke with parents to gather their views about the school.  We spoke with staff to find out how knowledgeable they are about safeguarding procedures in school. We also spoke with pupils about their safety. We examined a number of documents related to the safety of pupils. These included safeguarding policies, the single central register, case studies, and logs of action. We reviewed a range of other documentation provided by the school. These included curriculum plans, action plans, minutes of meetings and the school’s self- evaluation.  We did deep dives in these subjects: reading, mathematics, history and computing. We met with subject leaders and visited lessons. We viewed samples

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of pupils’ work and held discussions with teachers. We spoke with pupils about their learning.  On the second day of the inspection, we looked at a wider variety of the school’s curriculum, including music, languages, art and design, and design and technology.  We considered the 27 responses to Ofsted Parent View, Ofsted’s online questionnaire. We considered the 20 free-text comments. We also considered the 24 responses to the staff questionnaire and the eight responses to the pupil questionnaire.

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Inspection team

Jeremy Barnes, lead inspector Ofsted Inspector

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Inspection team

Sheila Iwaskow Her Majesty’s Inspector 11–12 February 2020

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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