Varna Community Primary School

Inspection of Varna Community Primary School Chisholm Street, Openshaw, Manchester M11 2LE

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Outstanding Previous inspection grade Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since May 2015. Since September 2024, schools have not been awarded an overall effectiveness grade. 11 and 12 March 2025

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What is it like to attend this school?

The school fosters an environment that is aspirational for the achievement of all groups of pupils. The curriculum is broad and ambitious. Pupils with special educational needs and/or disabilities (SEND) have the same opportunities as their peers because they are well supported to be successful. Pupils try hard and achieve well overall.

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What is it like to attend this school?

Staff know pupils extremely well and understand their needs. Pupils know that adults will listen and help them if they have a worry. This helps pupils to feel happy and safe.

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What is it like to attend this school?

The school’s motto, ‘Dream, Believe, Achieve’, underpins school life. It is promoted at every opportunity and referred to regularly in assemblies. Pupils benefit from a wide range of opportunities that help to develop their individual talents and interests. For example, pupils spoke excitedly about trips and events taking place during the inspection.

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What is it like to attend this school?

Pupils’ behaviour is excellent. They are polite and well mannered. They listen attentively and take turns to speak. Children in the early years are inquisitive. Pupils are proud of their various roles and responsibilities. These include representing their classmates on the school council and acting as digital ambassadors. Pupils are proud of the positive contribution that they make to projects locally. For example, young carers were delighted to achieve the Manchester Young Carers Award which was presented by the mayor.

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

Children get off to a flying start in the Reception class. The provision for children’s development in the early years is exceptional. The school builds highly positive relationships with parents and carers from the start of the children’s learning journey. As a result, staff know children really well and establish excellent routines which support children’s strong learning. Children are inspired to learn and focus well. They are very well prepared for their move into key stage 1.

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

The school’s curriculum is ambitious and meets the needs of the diverse pupil population. The curriculum carefully sets out the knowledge and vocabulary that pupils should learn across all year groups. Typically, pupils progress well through the subject curriculums. They achieve well overall.

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

Staff have secure subject knowledge. In most subjects, they support pupils to secure and recall their learning through, for example, additional teaching and revisiting prior learning. However, in a few subjects, opportunities to help pupils to remember what they have learned over time are not used consistently across classes. When this happens, pupils are not confident when recalling or discussing their prior learning in these subjects. This makes it difficult for teachers to build on pupils’ prior knowledge.

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

The school prioritises reading. In the Nursery class, children have opportunities to listen to stories and rhymes that develop their vocabulary. Staff deliver the well-ordered phonics programme effectively from the Reception Year. They make sure that children in the early years, and pupils in key stage 1, read from books that include the sounds that they have 11 and 12 March 2025

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already learned. Teachers are swift to spot any pupils who are not keeping up with the programme and help them to catch up quickly. Older pupils develop effective reading habits. They read confidently with fluency and expression.

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There is high ambition for pupils with SEND. The school ensures that these pupils are swiftly identified. Pupils receive effective support during lessons so that they can access the same curriculum as their peers and achieve well.

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Pupils are resilient when faced with challenges and they work hard during lessons. They make the most of their time in school and behave extremely well. The school has developed clear procedures to manage pupils’ attendance and punctuality. It works effectively with families to support pupils when their attendance needs to improve. As a result, most pupils attend school regularly and on time.

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The programme to support pupils’ personal development is exceptional. The school organises visits to different religious buildings which promote pupils’ knowledge of other faiths. Pupils have a very well-developed understanding of how to maintain positive mental health and they appreciate the resources which the school has put in place to support them. Their understanding of how to be physically healthy is particularly strong. Pupils are able to recognise the dangers to health from smoking and drugs. They understand the importance of exercise and balanced diets. Pupils have a strong understanding of how to keep themselves safe when online. The school encourages pupils to celebrate difference and to feel empowered to be who they want to be. These rich experiences successfully prepare pupils for their future life in modern Britain.

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Staff are proud to work at the school. They feel well supported. Positive teamwork permeates the school. Parents and carers are overwhelmingly full of praise for the nurturing approach taken by the school. The governing body has effective systems to support and challenge the school to further improve the quality of education that pupils receive.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, the opportunities to recap and recall previous learning are not consistently implemented. This means that some pupils are less confident in recalling what they have been taught or to build on what they know. In these subjects, the school should ensure that the curriculum provides opportunities for pupils to develop secure foundations on which to build new learning. 11 and 12 March 2025

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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.

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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). 11 and 12 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 19 and 20 May 2015, under section 5 of the Education Act 2005

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Information about this school

 The school runs its own breakfast club for pupils.  The school does not use any 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 11 and 12 March 2025

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 Inspectors spoke with the headteacher and with other leaders and members of staff. The lead inspector spoke with the chair of governors and other members of the governing body.  The lead inspector also spoke with a representative of the local authority.  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 carried out deep dives in early reading, mathematics, science, computing and history. They talked with curriculum leaders of these subject areas. Inspectors also visited lessons, looked at examples of pupils’ work, held discussions with teachers and spoke with pupils. The lead inspector also observed some pupils from Years 1 and 3 read to a familiar adult.

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 Inspectors considered the curriculum in some other subjects.  Inspectors observed pupils’ behaviour during lessons and around school. They also observed pupils while they played outside.  An inspector was given a tour of the school led by pupils from the young carers group and school council.  Inspectors spoke with groups of pupils about their experiences at school.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. They also met with parents before the start of the school day.  Inspectors also considered the responses to Ofsted’s online pupil and staff surveys.

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Inspection team

Ian Shackleton, lead inspector Ofsted Inspector

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Inspection team

Cath Cooke Ofsted Inspector 11 and 12 March 2025

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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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