Flixton Primary School

Inspection of a good school: Flixton Primary School Delamere Road, Flixton, Manchester M41 5QL

p.1

Outcome

Flixton Primary School continues to be a good school.

p.1

What is it like to attend this school?

Pupils said that Flixton Primary School is ‘like a second home’. They told inspectors that the school is a happy place to learn. This is a sentiment held by staff, parents, carers and pupils alike.

p.1

What is it like to attend this school?

Pupils feel safe in a nurturing and supportive environment. They know that staff care about them. Pupils trust staff to help them when they need support.

p.1

What is it like to attend this school?

Leaders and teachers want everyone to achieve well. They are successful at making this happen. Adults have high expectations of all pupils. Pupils are keen to learn. Teachers make learning exciting, engaging and relevant for all pupils.

p.1

What is it like to attend this school?

Pupils behave well. They are polite and well mannered. Adults sort out upsets quickly. Pupils know how to spot bullying. They said it is very unusual in school. If it ever does occur, adults act to stop it straight away. Parents agree that bullying is dealt with effectively.

p.1

What is it like to attend this school?

Part of the school’s motto ‘Believe in yourself’ aptly describes how adults foster the talents of each pupil. There are lots of opportunities for pupils to develop their confidence and character. For example, pupils enjoy learning bushcraft in the outdoor learning environment or running a pop-up restaurant for parents and friends of the school.

p.1

What does the school do well and what does it need to do better?

Since the previous inspection, Flixton Junior School has expanded to include the neighbouring infant school. Leaders, staff and governors have been very successful in bringing the two schools together to form Flixton Primary School. Pupils enjoy and achieve at this newly formed school. 16 and 17 June 2021

p.1

2

Leaders have created a good-quality curriculum from early years through to the end of key stage 2. The curriculum gives pupils the knowledge, skills and understanding to be confident learners in a wide range of subjects. Leaders have thought carefully about what they want to teach pupils and the order in which they want to teach new knowledge.

p.2

2

Teachers are knowledgeable about the subjects that they teach. Their passion enthuses pupils, who said that they love the way teachers make their learning interesting and memorable. Teachers explain things clearly. Pupils have regular opportunities to revisit and recap important learning. Teachers help pupils to remember important information and to make connections between different concepts and topics. Pupils achieve well.

p.2

2

Reading is extremely important in this school. The school has a rich and varied supply of books. Pupils of all ages told inspectors that they really love the books that they read and the stories that teachers read to them. Some pupils said, ‘You get to step into other people’s shoes,’ and that it ‘gives you lots of new words that you can put in your writing’.

p.2

2

As soon as they start in the Nursery Class, children learn letters and sounds extremely well through well-planned listening activities. Adults in the early years and key stage 1 use their specialist knowledge of teaching early reading to great effect. Most pupils can read with fluency and confidence by the time that they leave Year 2.

p.2

2

Leaders have high expectations of all pupils. They want everyone to achieve their very best. Teachers are quick to notice and help if a pupil is struggling. From the youngest children attending the Nursery Class to pupils in key stage 2, adults know these pupils very well and give them the right support to thrive. Pupils who are disadvantaged or with special educational needs and/or disabilities (SEND) have their needs met successfully. Leaders ensure that these pupils have the same opportunities as all other pupils.

p.2

2

Pupils behave well. They are friendly towards each other. Bullying is rare. It is dealt with effectively by adults if ever it does occur.

p.2

2

Pupils are lively and enthusiastic outside of lessons. When they are required to settle to their learning, pupils do so quickly. They are studious and hard-working.

p.2

2

Leaders ensure that pupils have access to a wide range of extra-curricular activities. This includes many trips and visits. Pupils told inspectors how they enjoyed opportunities to learn to cook and bake. They described how their knowledge of food and cooking had improved from when they started school.

p.2

2

Leaders and governors meet the requirements of the Equality Act 2010. Despite this, leaders do not seize opportunities to help pupils to make connections between the wider curriculum or to promote equality and diversity in all that they do. For example, leaders do not take advantage of displays or the school environment to reinforce messages of diversity and difference.

p.2

2

Staff are well supported by leaders and governors. Governors play an effective part in holding leaders to account for the quality of the curriculum. Curriculum leaders champion the subjects for which they are responsible. 16 and 17 June 2021

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is a strong culture of safeguarding in the school. Leaders and staff prioritise the safeguarding and protection of pupils. Leaders make sure that all policies and procedures are in place and that everyone knows how to put them into practice.

p.3

Safeguarding

Leaders are quick to act if they are concerned about a pupil. They work well with professionals outside of school to keep pupils safe.

p.3

Safeguarding

Adults teach pupils how to stay safe and behave responsibly in different situations. This includes when using the internet.

p.3

(Information for the school and appropriate authority)

 Leaders meet the requirements of the Equality Act 2010. Pupils have opportunities to learn about diversity and difference through the main, planned curriculum. However, leaders do not capitalise on opportunities to promote diversity and difference through the wider life of the school. Leaders should explore ways to promote further diversity and difference across the school.

p.3

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good or outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that a good school could now be better than good, or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

p.3

Background

This is the first section 8 inspection since we judged the school to be good in October 2016. 16 and 17 June 2021

p.3

How can I feed back my views?

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

p.4

How can I feed back my views?

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

p.4

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 .

p.4

Further information

You can search for published performance information about the school here .

p.4

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. 16 and 17 June 2021

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 14 and 15 October 2014, under section 5 of the Education Act 2005

p.5

Information about this school

 In September 2017, Flixton Junior School and Flixton Infant School merged to form one school, Flixton Primary School.  A small number of three-year-old children attend the nursery provision within the school.  The current headteacher was the former headteacher of Flixton Junior School. The current governing body re-formed in September 2017 and is made up of governors who represent both the former junior and infant school governing bodies.

p.5

Information about this inspection

 This was the first routine inspection that the school received since the COVID-19 (coronavirus) pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  During the inspection, inspectors spoke with pupils, both formally and informally, about their work and school life. Inspectors spoke with the headteacher, the deputy headteachers and the SEND coordinator. They also held discussions with staff which focused on well-being and safeguarding. 16 and 17 June 2021

p.5

6

 Inspectors spoke with members of the governing body, including the chair of governors and a representative of the local authority. They reviewed a range of documentation, including that relating to school improvement, safeguarding and the checks undertaken on newly appointed staff.  Inspectors considered the 106 responses and free-text facility to Ofsted’s online survey, Parent View. They also considered the 30 responses to Ofsted’s staff survey.  Inspectors talked with pupils about the books that pupils like to read. They also heard pupils read.  Inspectors looked in detail at reading, mathematics and geography. For each of these subjects, inspectors held discussions with curriculum leaders and teachers, visited lessons, looked at samples of pupils’ work and talked with pupils. They also considered other subjects across the curriculum, including art and design and science.

p.6

Inspection team

Sue Eastwood, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Janette Walker Her Majesty’s Inspector 16 and 17 June 2021

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7