James Brindley Community Primary School

Inspection of a school judged outstanding for overall effectiveness before September 2024: James Brindley Community Primary School Parr Fold Avenue, Walkden, Worsley, Manchester M28 7HE

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Outcome

James Brindley Community Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

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 November 2016.

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Outcome

The headteacher of this school is Kate Stokes. This school is part of The LINK Education 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), Chris Moore, and overseen by a board of trustees, chaired by Paul Daly.

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What is it like to attend this school?

Pupils leave James Brindley with the academic achievement, self-belief and confidence that they need to succeed at their next stage. ‘At this school we don’t think we can do it, we know we can do it’, was a typical comment from a pupil. Staff have high expectations of what pupils can achieve. Pupils live up to these high expectations.

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What is it like to attend this school?

Warm, supportive relationships feature throughout the school. Starting in the early years, staff build strong relationships with children that develop into the later years. This helps pupils to feel safe and secure. Pupils have a high level of confidence in staff to help them with any problems that they may have.

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What is it like to attend this school?

Pupils have extremely positive attitudes to learning. They know that the school expects them to try their best in all aspects and act with determination to make this happen. The school provides a wide range of opportunities for pupils to develop their talents and 18 and 19 March 2025

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interests. Pupils help to shape the extra-curricular offer and know that their views are highly valued by the school. This encourages pupils to face challenges with resilience and perseverance.

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

Pupils learn a curriculum that interests and engages them. The school has thought carefully about what pupils will learn and when. It has identified the most important parts of knowledge for pupils to know and remember. Consequently, teachers are clear about the intended learning, and pupils secure new knowledge well. Staff have expert subject knowledge. This enables them to explain new concepts clearly and identify any misconceptions that pupils may have. Teachers check pupils’ understanding effectively. As a result, learning is closely based on pupils’ prior knowledge, and pupils achieve highly.

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

The school prioritises reading. Pupils develop a love of reading. They read widely and often, following their own interests and recommendations by the school. Children in the early years learn in an environment where books are valued and promoted. From the start, children learn to respond to a range of familiar songs and rhymes. This helps them to develop the key language and communication skills in readiness for their next steps. The school makes sure that staff are early reading experts. Staff use their expertise to identify any pupils who struggle to read. Pupils receive the well-planned support that they need to catch up quickly. The school shares helpful information with parents and carers about its chosen approach to teaching phonics.

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

Staff know pupils’ needs very well and identify them swiftly. Pupils with special educational needs and/or disabilities (SEND) benefit from support that not only helps them to learn the curriculum but also develops their confidence and independence. In addition, the school makes sure that pupils with SEND can access the wider opportunities that it provides.

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

Children in the early years get off to a strong start. The school carefully considers each aspect of their development. Staff are very clear about the purpose of learning and give particular focus to helping children to acquire new vocabulary. The learning environment encourages children to be inquisitive learners. Children receive the care and support that they need to grow in confidence and learn how to cooperate and communicate well with others. This prepares children extremely well for the curriculum in Year 1.

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

The school goes to great lengths to help pupils to know and appreciate the ways that people may be different. Pupils say that differences are celebrated at the school and are never a barrier to being accepted. The school provides a wide range of opportunities for pupils to undertake leadership roles. Pupils carry out these roles with pride. Through this, pupils learn the importance of helping others and know that their voice makes a difference.

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

Pupils take their responsibilities to make the school an enjoyable and respectful place to be seriously. They have impeccable manners and encourage others to ‘do the right thing’. 18 and 19 March 2025

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Pupils attend school regularly. That said, the school keeps a close eye on attendance to spot and act on any concerns at the earliest opportunity.

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Staff value the support that they receive from the school to be able to fulfil their roles effectively. They feel valued as individuals and feel empowered to work towards the clear, shared vision that the school promotes.

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The trust provides highly effective support and challenge to the school. It asks the right questions to make sure that decisions made have the most positive impact on the quality of education that pupils receive.

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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 outstanding 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 first ungraded inspection since we judged the school to be outstanding for overall effectiveness in November 2016.

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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. 18 and 19 March 2025

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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). 18 and 19 March 2025

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School details

Dates of previous inspection Not previously inspected

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Information about this school

 The school runs a before- and after-school provision on the school premises.  The school does not use any alternative provision.  The headteacher has joined the school since the previous inspection.  There is a nursery with provision for three-year-olds.

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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. 18 and 19 March 2025

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 The inspector held meetings with the headteacher, the deputy headteacher and other members of the senior leadership team. She met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  The inspector visited lessons, looked at examples of pupils’ work and talked with groups of pupils about their learning.  The inspector observed pupils from Years 1 to 3 read to a familiar adult.  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 spoke with members of the local governing body and representatives from the trust, including the CEO and the chair of the trust.  The inspector spoke with staff about their workload and well-being. She also took

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account of the responses to Ofsted’s online survey for staff.  The inspector looked at a range of policies and documents relating to pupils’ welfare and education. She observed pupils’ behaviour during lessons and around school.  The inspector took account of the responses to Ofsted Parent View, including the free- text comments.  The inspector spoke with groups of pupils about their experiences at school. She also considered the responses to Ofsted’s pupil survey.

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Inspection team

Jane Dennis, lead inspector His Majesty’s Inspector 18 and 19 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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