St Anne's RC Primary School

Inspection of St Anne’s RC Primary School Clarendon Road, Audenshaw, Manchester M34 5QA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 28 and 29 March 2023

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What is it like to attend this school?

Pupils develop a strong sense of community at this school. For example, they raise money in support of local and global issues and charities. Those in the school choir perform for others regularly across the region. Pupils take pride in being responsible, active citizens in their school and more widely.

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What is it like to attend this school?

Pupils have many opportunities to develop their talents and interests. For example, there are plenty of clubs on offer. Some pupils compete in sports competitions, while others have drumming and guitar lessons during the school day. Pupils appreciate these experiences.

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What is it like to attend this school?

Pupils are happy and safe. They enjoy the relationships with their classmates and their teachers. Instances of bullying are rare, and leaders take appropriate action to deal with any conflicts that occur. Leaders have high expectations for pupils’ behaviour. Pupils understand these expectations and conduct themselves well in lessons and around the school.

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What is it like to attend this school?

Most pupils achieve well across the curriculum. They rise to leaders’ high expectations for their learning.

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better?

Leaders have introduced well-designed subject curriculums. They have clearly identified the important knowledge that pupils will learn and when they will acquire it. This helps pupils to build their knowledge securely over time. Teachers have good subject knowledge and teach subject content that is equally ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). As a result, many pupils achieve well across the curriculum.

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better?

Teachers carry out appropriate checks on pupils’ learning. They use the assessment information that they gather to help pupils correct their errors or misconceptions. Leaders also use this information to identify and meet the needs of pupils with SEND. Teachers adapt their delivery of curriculum content well so that pupils with SEND can access the same ambitious learning as their classmates.

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better?

Leaders monitor teachers’ delivery of the subject curriculums. However, some subject leaders are still developing their ability to evaluate the information they gather to identify what is going well and what needs to improve in their subject. At times, this means that they are not as effective as they could be at supporting teachers to help pupils learn the important knowledge that they need.

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better?

Leaders promote a love of reading at the school. Pupils vote for which of their own books their teacher will read to them each day. Leaders ensure that pupils learn phonics as soon as they begin in the Reception Year. Staff are well trained in teaching the school’s phonics programme. Pupils read books that are suitably 28 and 29 March 2023

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matched to the sounds they know. Leaders arrange for additional catch-up support for pupils who need further help to close the gaps they have in their knowledge of sounds. As a result, pupils quickly become fluent, confident readers.

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Children in the early years, including those with SEND, get off to a positive start. Although leaders are still to finalise some aspects of the curriculum in the early years, teachers know how young children learn and make sure that they do so successfully. Teachers model communication effectively. They also facilitate positive relationships between children. Children generally engage well with learning opportunities on offer. They achieve well and are well prepared for key stage 1.

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Leaders enrich the curriculum and enhance pupils’ personal development in a wide variety of ways. Pupils enjoy attending a range of extra-curricular clubs. These include many sporting and music clubs. Pupils develop a strong understanding of respect for difference through their lessons and weekly assemblies. They understand British values such as democracy. They learn how to look after their own emotional well-being. They are prepared well for life in modern Britain.

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Pupils behave well in class and around the school. While some pupils report that disruptions to learning occur, these are isolated incidents, which teachers and leaders deal with quickly. Leaders have high expectations of attendance. They provide pupils and families with additional support to help them attend school. This helps to make sure that pupils do not miss out on important learning.

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Governors know the school well. They play an active part in school life and pupils’ learning. They fulfil their statutory duties effectively. Governors and leaders engage well with staff. They ensure that staff’s workload and well-being are given due care. Staff value the efforts of leaders to help them manage their work.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff and governors are well trained in safeguarding duties. They can recognise the signs that pupils may be at risk of harm. Teachers know what to do when they have concerns about a pupil’s welfare and raise these concerns quickly with leaders. In turn, leaders respond appropriately in order to get pupils and their families the support they need.

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Safeguarding

Pupils learn to stay safe online. They know how to respond to anything inappropriate that they see on the internet.

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 Some subject leaders are still developing their ability to identify what is going well and what needs to improve further in their subjects. At times, this limits their ability to support teachers to help pupils learn essential knowledge. Leaders should ensure that subject leaders gain a stronger oversight of their subjects. This is so subject leaders are well placed to help teachers improve their delivery of the curriculum so that, in turn, pupils know and remember more over time.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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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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. 28 and 29 March 2023

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School details

Appropriate authority The governing body

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School details

Chair of governing body Chris Lough (co-chair) Maureen Daly (co-chair) Headteacher Alicia Duffy

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School details

Website www.st-annes- audenshaw.tameside.sch.uk/ Date of previous inspection 3 October 2017, under section 8 of the Education Act 2005

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Information about this school

 A new headteacher and deputy headteacher have been appointed since the last inspection.  There is a before- and after-school club at the school. The governing body oversees this provision.  This is a Catholic school. The last section 48 inspection under the Education Act for schools of a religious character took place in July 2018.  Leaders do not make use of alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 28 and 29 March 2023

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors conducted deep dives in these subjects: early reading, geography and mathematics. They met with subject leaders and teachers. They visited lessons, looked at examples of pupils’ work and talked with groups of pupils about their learning. The lead inspector observed pupils read to a familiar adult.  Inspectors also considered the curriculum, spoke with pupils about their learning and evaluated their work in some other subjects.  The lead inspector spoke with a group of governors. Inspectors also talked to staff about their workload and well-being.  The lead inspector spoke with representatives of the local authority and the diocese.  Inspectors met with the leaders responsible for attendance, behaviour and pupils’

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personal development.  Inspectors spoke with pupils about safeguarding and their wider experience of school.  Inspectors looked at a range of policies and documents related to pupils’ welfare and education. They observed pupils’ behaviour in lessons and around the school.  Inspectors reviewed leaders’ policies and procedures to keep pupils safe. They discussed safeguarding arrangements with leaders and staff. They also checked the school’s records of the suitability of staff to work with pupils.  Inspectors took account of the responses to Ofsted’s online surveys for staff and pupils.  Inspectors met with parents at the start of the school day and took account of the responses to Ofsted Parent View, including the free-text responses.

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Inspection team

David Spruce, lead inspector His Majesty’s Inspector

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Inspection team

Katie Hague Ofsted Inspector 28 and 29 March 2023

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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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