Stanley Road Primary School

Inspection of Stanley Road Primary School Derby Street, Chadderton, Oldham, Greater Manchester OL9 7HX

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Inspection dates: 23 and 24 January 2024

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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 23 and 24 January 2024

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What is it like to attend this school?

Pupils are happy and proud to belong to this calm, diverse and friendly school community. The school helps new pupils, including those from overseas, to settle in quickly. Pupils explained to inspectors how important it is to be kind to each other. They said that this helps everyone to make and maintain strong friendships.

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What is it like to attend this school?

Pupils strive to follow the ‘Stanley Road Way’ in all that they do. They are polite and respectful towards each other and towards staff. Pupils behave well during lessons and as they move around the school. They enjoy playtimes and lunchtimes when they play or chat sociably with each other.

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What is it like to attend this school?

Pupils described how they value the support that they receive to help them to learn. The school expects all pupils, including those with special educational needs and/or disabilities (SEND), to achieve well and aim high. Pupils strive to follow these high expectations. They achieve well across the curriculum.

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What is it like to attend this school?

Pupils are proud of their many successes, including performing poems that they have learned to their parents and carers. Pupils benefit from a range of trips, such as to the beach and to museums. They spoke enthusiastically about clubs that they attend, such as gymnastics and multiplication club.

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better?

The school has a clearly defined, ambitious and well-organised curriculum. Pupils build on what they have learned in previous years as they progress from Nursery to Year 6. This helps them to know and remember more over time. Pupils typically achieve well.

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better?

The school is particularly successful in supporting pupils who speak English as an additional language to achieve well. By the time that pupils reach the end of key stage 2, they are well prepared for the challenges of the key stage 3 curriculum.

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better?

Overall, teachers deliver the curriculum in the way that the school has agreed. Teachers use agreed and effective strategies to help pupils to remember important information. However, at times, teachers do not check carefully on what pupils have learned. This makes it difficult for them to address any gaps in pupils’ learning. As a result, some pupils, including those with SEND, do not build up their knowledge as effectively as they could.

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better?

The school provides clear support and guidance for teachers to help them to identify and meet the differing needs of pupils, including those with SEND. Most pupils with SEND achieve well.

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better?

Reading is central to the school’s curriculum. From the Nursery Year, children become familiar with the high-quality texts, stories and rhymes that their teachers share with them. This provides a strong start for children to learn how to use 23 and 24 January 2024

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phonics to read words from the Reception Year. The school makes sure that teachers deliver the phonics programme effectively. By the end of key stage 1, most pupils can read with accuracy and fluency. Pupils in key stage 2 build on this secure foundation well. They enjoy reading and understand how important it is to help them to achieve across the curriculum.

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Some pupils find reading more difficult. Most of these pupils benefit from effective additional support to catch up. However, this is not the case for a small number of pupils. This is because teachers do not identify the gaps in some pupils’ phonics knowledge well enough.

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The school helps pupils and their parents to understand why every day at school is important. The school monitors pupils’ attendance carefully and provides targeted and effective support when required. As a result, the attendance of most pupils improves over time.

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Learning takes place without disruption across the school. Pupils focus during lessons. They work together well and are keen to help and support each other.

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The school provides a wide range of experiences to broaden pupils’ understanding of the wider world. This helps pupils to develop self-belief, independence and resilience due to the well-thought-out support they receive. These positive attributes prepare them well for the challenges they may face in later life. Pupils learn how to stay physically and mentally healthy.

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Governors provide effective support and challenge to the school. Governors also ensure that staff’s workload is manageable and considered when new initiatives are introduced.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, including reading, the checks that teachers make on what pupils know and remember are not as effective as they could be. At times, this hinders teachers in designing learning that addresses gaps in pupils’ knowledge. The school should ensure that teachers receive support and guidance so that they can identify and address gaps in pupils’ learning consistently well. 23 and 24 January 2024

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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' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 23 and 24 January 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 26 September 2017, under section 8 of the Education Act 2005

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Information about this school

 The school operates a breakfast club for pupils.  The school does 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.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke with the headteacher and other leaders in the school. An inspector also spoke with members of the governing body, including the chair of governors.  An inspector spoke with a representative of the local authority. 23 and 24 January 2024

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 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed younger pupils reading to a familiar adult. Some older pupils also read to inspectors.  Inspectors carried out deep dives in early reading, mathematics, geography, art and design and Latin. They spoke with the leaders of these areas of the curriculum. Inspectors also visited lessons, looked at examples of pupils’ work, held discussions with teachers and talked with pupils.  Inspectors also visited lessons and spoke with pupils about their learning in other subjects.  Inspectors observed pupils’ behaviour at breaktimes and lunchtimes. They observed pupils’ behaviour as they moved around the school. An inspector

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scrutinised leaders’ records of pupils’ behaviour.  An inspector visited the school’s breakfast club.  Inspectors spoke with groups of pupils about their experiences at school.  Inspectors spoke with parents as they brought their children to school.  There were insufficient responses to Ofsted Parent View to analyse. However, inspectors considered the school’s own survey for parents. They also considered the free-text responses to Ofsted’s online parental survey. Inspectors took account of responses to Ofsted’s online surveys for staff and for pupils.

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Inspection team

Claire Cropper, lead inspector His Majesty’s Inspector

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Inspection team

David Thompson Ofsted Inspector 23 and 24 January 2024

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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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