Bradley Green Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Bradley Green Primary Academy Bradley Green Road, Newton, Hyde, Cheshire SK14 4NA

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Inspection dates: 17 and 18 December 2024

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The principal of this school is Vicky Cameron. This school is part of The Enquire Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Darren Holmes, and overseen by a board of trustees, chaired by Delyse Turrell.

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What is it like to attend this school?

Bradley Green Primary Academy is a vibrant and happy place in which to learn. Leaders have established strong school values, including curiosity and respect. These values are lived out by staff and pupils alike. Staff encourage pupils in their exemplary conduct and work. Relationships that are built on respect and understanding difference sit at the heart of this school. Together, staff and pupils have created a culture that makes everyone feel included.

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What is it like to attend this school?

Pupils’ depth of knowledge across a wide range of subjects is impressive. The school and the trust have established a curriculum that enables this deep study of each subject. Pupils, including those with special educational needs and/or disabilities (SEND), achieve remarkably well. The school deliberately enhances the curriculum by providing pupils with many opportunities to develop their interests. For example, pupils participate in dancing and theatre clubs. This inspires pupils’ curiosity and thirst for learning.

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What is it like to attend this school?

Pupils’ behaviour and attitudes to their learning and to each other are exceptional. From early years onwards, pupils understand how their emotions can affect how they behave. All pupils are taught the strategies they need to manage their behaviour. Pupils use these strategies extraordinarily well. Lessons are calm and focused. The school helps pupils and families to understand the importance of attendance. As a result, attendance is improving. 17 and 18 December 2024

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

School leaders have created an ambitious curriculum for pupils to study. The curriculum and teaching enable pupils to connect their knowledge in deep and meaningful ways. For example, in history, pupils connect their understanding of the Iron Age to life in Roman Britain. When discussing the Vikings, pupils explain that not all sources of evidence are reliable. They connect their knowledge of Vikings to the archaeological record and explain how the influence of Vikings survives in place names today. Pupils with SEND are supported to learn the same ambitious curriculum as their peers. The school identifies, and meets, these pupils’ additional needs quickly and accurately. All pupils achieve extremely well across the curriculum.

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

Teachers carry out highly effective checks on pupils’ learning. They often address pupils’ misconceptions before they arise. This helps all pupils to develop their knowledge and understanding. In mathematics, for example, the school has carefully identified the aspects that pupils need in order to become fluent in their knowledge. In the early years, children quickly secure this fluency through repeated practice. By the time children begin Year 1, they are confident mathematicians. Staff plan structured tasks that allow all pupils to rehearse their mathematical learning.

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

From the beginning of their time in the Nursery provision, staff use tailored interactions with children to develop their confidence as speakers. Children use this language confidently in their interactions with each other. Children in the early years master phonics quickly. Older pupils follow a reading curriculum that enables them to acquire knowledge across the subjects that they study. If pupils struggle with reading, highly skilled staff provide the precise support that they need to become confident, accurate readers. Pupils appreciate the wide range of texts that they are exposed to. Reading is everywhere in this school.

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

The school’s work to promote pupils’ personal development is impressive. Pupils develop a well-informed understanding of difference. They talk about diversity with considerable maturity. The school teaches pupils how to debate. Pupils use their debating skills to explain difference and tolerance. This informs the deep respect with which pupils treat everyone around them.

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

The school makes sure that pupils learn about the risks that they face. This work contributes significantly to pupils’ understanding about how to stay safe online. Pupils are inspired to develop their personal skills and contribute as leaders in all aspects of school life. Pupils apply for a variety of roles. They use their influence as pupil leaders to improve their school. For example, pupils instigated an annual art exhibition to celebrate their artwork. Pupils regularly contribute as school councillors. They discuss important issues in class every week and vote on them. This deeply embedded work helps pupils to use their voices for positive change. This extends beyond the school gates. Many pupils spoke about the way that they have been inspired to make their community a better place in which to live. 17 and 18 December 2024

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Those responsible for governance are very knowledgeable about the school. They use their experience to challenge and support leaders in continually improving the school. They check carefully that the school is taking the right actions in the best interests of all pupils. Staff value the way that they are supported, developed and looked after. This, in turn, allows them to focus their energy and expertise on making a positive difference for every pupil. Staff are very proud to work at this school.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, Bradley Green Community Primary School, to be good for overall effectiveness in December 2013.

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How can I feed back my views?

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. 17 and 18 December 2024

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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). 17 and 18 December 2024

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School details

Date of previous inspection 10 July 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not currently use alternative provision.  The school is part of The Enquire Learning Trust. It joined the trust in September 2016.  The school runs a breakfast club and after-school clubs for pupils in the school.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with senior leaders, subject leaders and teachers.  The inspector held a meeting with governors, including the chair of trustees and a member of the academy improvement committee. 17 and 18 December 2024

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector scrutinised a range of other documentation, including the minutes of governors’ meetings and leaders’ evaluation of the school.  The inspector spoke informally to pupils to gather their views on school life.  The inspector took account of the responses to Ofsted Parent View, including free-text comments.  The inspector took account of the staff survey and met formally with staff to gather their views.

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Inspection team

Jen Sloan, lead inspector His Majesty’s Inspector 17 and 18 December 2024

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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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