St Anne's CofE Lydgate Primary School

Inspection of a school judged good for overall effectiveness before September 2024: St Anne’s CofE Lydgate Primary School Cedar Lane, Grasscroft, Oldham, Lancashire OL4 4DS

p.1

Outcome

St Anne’s CofE Lydgate Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Russell Learmont. This school is part of Forward as One Church of England Multi Academy 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), Karen Bramwell OBE, and overseen by a board of trustees, chaired by Peter Bond.

p.1

What is it like to attend this school?

Pupils enjoy being a part of the St Anne’s family. It is a happy and welcoming place to be. Pupils rise to meet the high expectations that the school sets for them. They achieve well academically, socially and emotionally. Pupils speak with high levels of confidence about their learning and value the education that they receive. Everyone involved in the school fully embraces the mission that ‘all things are possible: everyone can flourish’.

p.1

What is it like to attend this school?

Pupils are exceptionally proud of their school. Their behaviour is excellent in classrooms and around the school. Pupils are polite and respectful towards their peers, staff and visitors. The school helps pupils to understand and demonstrate the values of respect and perseverance. Pupils embrace everything that happens in school with ambition and resilience.

p.1

What is it like to attend this school?

Pupils enjoy the school’s carefully designed and valuable enrichment activities, clubs and experiences. They make the most of the rich opportunities in the local area. For example, pupils spoke of activities such as a river study and hike above Saddleworth Moor. Pupils enjoy a range of clubs, from football and dance to chess. They develop their musical talents and showcase these in termly performances for parents and carers or at the village Christmas lights switch-on. 17 and 18 June 2025

p.1

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

The carefully crafted curriculum enables pupils to achieve well. It builds logically and is explicit in what pupils should know and remember over time. Staff are experts in the delivery of the curriculum across many subjects. Nevertheless, in a small number of subjects, some of the activities that staff select for pupils do not support them to deepen their knowledge and make connections between current and prior learning.

p.2

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

Pupils are encouraged to routinely revisit their learning. This helps pupils to retain important knowledge so that they can successfully build on what they already know. Staff regularly check pupils’ understanding. For example, skilful questioning helps to identify any misconceptions so that these are addressed quickly before moving on to new learning.

p.2

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

The school identifies the additional needs of pupils with special educational needs and/or disabilities (SEND) carefully. Staff work in collaboration with external specialists and practitioners from across the trust in order to develop their practice. They make adaptations to the delivery of the curriculum, when necessary, so that pupils with SEND develop the knowledge and skills that they need.

p.2

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

There is a strong culture of reading across the school. Pupils develop as confident and fluent readers. This is because staff are skilled in teaching children at the earliest stages of learning to read. Pupils have frequent opportunities to practise and apply what they have learned using books that are closely matched to their phonics knowledge. Staff make regular checks on pupils’ reading. Any pupil who struggles to grasp the early stages of reading is given personalised support to address their gaps.

p.2

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

The school promotes a love of reading. Pupils have access to a rich variety of diverse texts. They enjoy the class novels that are shared each day and value the school library and Year 6 librarians. However, the school has not had the same degree of success in developing pupils’ writing, especially the basics of handwriting and spelling. While many pupils become capable writers by the time they reach Year 6, some develop persistent issues with letter formation and spelling that are not addressed. This affects the quality of their written work.

p.2

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

Pupils behave exceptionally well. Classrooms are purposeful and buzz with learning, while time with friends at playtimes is fun and relaxed. Relationships between staff and pupils are highly positive. Pupils rush into school each day. The school monitors absence closely. It takes appropriate action to support and challenge poor attendance with families. As a result, pupils attend school regularly.

p.2

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

The opportunities for pupils’ personal development are extensive. Pupils are given meaningful chances to contribute to the school and wider trust development. Pupils take on a vast array of leadership roles, such as school councillors and sports leaders. They also collaborate with pupils from schools across the trust in ‘pupil advisory boards’. This helps pupils to develop skills in communication and leadership and build connections with pupils from diverse cultures and backgrounds. 17 and 18 June 2025

p.2

3

Trust leaders, and those responsible for governance, make certain that everyone in the school achieves well. Pupils are at the heart of the school’s work, but staff note that they are supported equally well. Staff recognise and appreciate the positive and collaborative culture that exists within the school and wider trust. They say that being a part of a ‘learning community’ supports their workload and well-being and enables them to be confident and successful in their roles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a small number of subjects, some of the activities provided for pupils do not deepen or build on what they already know. As a result, some pupils do not learn as well as they could. The school should ensure that teachers have the knowledge that they need to design activities that connect learning and help pupils to build up a deep body of knowledge.  On occasion, the strong start that children in the early years make with their fundamental writing skills is not built on consistently well. Some pupils’ written work is hampered by weaknesses in their spelling and handwriting knowledge. The school should ensure that these fundamental skills receive greater attention in key stage 1 and that they are sufficiently embedded in key stage 2.

p.3

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 to be good for its overall effectiveness.

p.3

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. 17 and 18 June 2025

p.3

4

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in May 2015.

p.4

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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 June 2025

p.4

School details

Website www.stannescelydgate.oldham.sch.uk

p.5

School details

Dates of previous inspection 26 and 27 February 2020, under section 8 of the Education Act 2005

p.5

Information about this school

 This Church of England school is part of the Diocese of Manchester. Its last section 48 inspection, for schools of a religious character, took place in July 2019. The next section 48 inspection is due by 2027.  The school provides a before- and-after-school club for pupils.  The school does not use alternative provision.

p.5

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 her evaluation of the school. 17 and 18 June 2025

p.5

6

 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector listened to some pupils from Year 1 to Year 3 read.  The inspector spoke with the headteacher, other school leaders and members of staff.  The inspector met with representatives of the trust, trustees and the local governing board. She also spoke with representatives of the local authority and the diocese.  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 reviewed a range of documents, including records of trustee and governing board meetings, the school’s evaluation of its strengths and areas for improvement and documents related to pupils’ behaviour and attendance.

p.6

6

 The inspector met with the leaders who are responsible for attendance, behaviour and pupils’ personal development.  The inspector spoke with groups of pupils about their experiences at school and observed their behaviour at lunchtime. There were no responses to Ofsted’s online pupil survey.  The inspector spoke with staff about their workload and well-being. She considered the views of staff shared through Ofsted’s online survey.  The inspector met with parents and carers at the start of the school day and took account of the responses to Ofsted Parent View, including the free-text comments.

p.6

Inspection team

Sue Dymond, lead inspector His Majesty’s Inspector 17 and 18 June 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7