Fairfield Road Primary School

Inspection of Fairfield Road Primary School Grove Street, Droylsden, Manchester M43 6AF

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 24 and 25 June 2025

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What is it like to attend this school?

Pupils are proud to attend this school. Everyone is made to feel welcome at this school which is at the heart of its community. Pupils feel safe and happy at school. The school aims to ‘grow great people who grow great communities’. Pupils are supported to develop important qualities such as independence and determination.

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What is it like to attend this school?

Pupils behave exceptionally well. In lessons, they remain focused and are eager to learn. This contributes to the school’s strong academic outcomes. Staff set clear expectations, fostering a culture where pupils take pride in their behaviour and learning. Pupils achieve highly. They leave very well prepared for life after Fairfield Road.

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What is it like to attend this school?

Pupils benefit from a wide range of clubs such as cricket, baking and martial arts. These help pupils to learn new skills and to grow in confidence. This is especially true of the musical opportunities that pupils are offered. Every pupil learns to play the ukulele and guitar. Some pupils use these skills to go on to join the school band. In addition, pupils relish the many opportunities that they are given to bring learning alive. Visits to the aquarium, zoo, local mosque, war and science museums enable pupils to build on what they learn in lessons.

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

Reading has the highest priority. From the Nursery class upwards, pupils are read to by staff who are passionate about books and reading. Pupils across the school enjoy listening to stories read to them by their teacher. This helps them to discover new and exciting vocabulary. The school’s phonics programme begins in the Reception Year. Skilled staff enable children to quickly learn the sounds and letters that they need to be able to read. Staff check how well pupils are doing and give help straight away if anyone falls behind. As a result, most pupils become fluent readers by the end of Year 2. The school encourages parents and carers to share books with their children. For example, parents are invited to join their children at the regular reading cafe.

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

The school is ambitious for all pupils. Careful thought has been given to ensure that the curriculum sparks pupils’ interest. In most subjects, the important knowledge that pupils will learn has been identified. Staff receive the training that they need to teach the curriculum with confidence. Pupils’ learning builds on previous knowledge and staff check to make sure that this is remembered. As a result, pupils achieve well. However, in a small number of subjects, the curriculum does not cover all of the essential content. As a result, some pupils miss out on important subject knowledge. In addition, sometimes the activities that pupils are asked to complete do not help them to commit learning to their long-term memory.

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

The school identifies pupils with special educational needs and/or disabilities (SEND) and puts the right support in place. Staff adapt activities so that pupils with SEND learn alongside their peers. Pupils with SEND achieve well. They take part in all aspects of school life and feel valued and included. 24 and 25 June 2025

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Pupils’ behaviour is exemplary. Well-established routines begin in the early years, creating a calm and purposeful atmosphere throughout the school. This is supported by the exceptional offer for pupils’ personal development. The school provides many opportunities to support pupils to flourish socially and emotionally. Pupils are taught how to stay safe online and care for their mental health. Pupils learn about equality and enact this in their actions, making sure that everyone feels seen and heard.

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Pupils proudly take on a range of leadership roles, such as prefects or well-being committee members, helping to improve the school. Eco-councillors tend the school garden and promote recycling. Each class joins in with litter picking along the nearby canal. Pupils raise money for charities. They speak confidently about their ambitions and feel inspired by visiting speakers. Pupils show a strong awareness of different cultures and religions. They enjoy assemblies and celebrations where families share traditions through music, dress and storytelling. These experiences help pupils grow into respectful, confident and active members of their community.

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Since the last inspection, governors have taken steps to understand how well the school is doing. They offer support and challenge to leaders. They consider staff‘s workload and well-being when making decisions. This helps staff to feel valued.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 in a small number of subjects, the curriculum does not cover all of the essential content. As a result, some pupils miss out on important subject knowledge. The school should ensure that pupils study all that they should in readiness for their next stage of learning.  In a small number of subjects, the tasks that staff design do not help some pupils to remember what they learn. This prevents some pupils from developing the knowledge that they need to build deeper learning later on. The school should ensure that lesson activities help pupils to recall key information over time.

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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. 24 and 25 June 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). 24 and 25 June 2025

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School details

Appropriate authority The governing body

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School details

Website www.fairfieldroad.tameside.sch.uk

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School details

Dates of previous inspection 21 and 22 March 2024, under section 8 of the Education Act 2005

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Information about this school

 The school does not use 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.  Inspectors discussed any continued impact of the COVID-19 pandemic with the school and have taken that into account in their evaluations of the school. 24 and 25 June 2025

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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 carried out deep dives in these subjects: early reading, mathematics, science, geography and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed with pupils their learning in some other subjects.  An inspector observed pupils from Year 1 to Year 3 read to a familiar adult.  The inspectors met with the headteacher and other leaders. An inspector also met with members of the governing body, including the chair of governors.

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 An inspector met with a representative of the local authority.  The inspectors observed pupils’ behaviour during lessons and breaktimes. They also spoke with pupils about their views of school life.  The inspectors considered the views of parents. They reviewed the responses to Ofsted Parent View, including the free-text comments.  The inspectors considered the views of staff who responded to Ofsted’s online survey. There were no responses to the pupil survey.

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Inspection team

Frith Murphy, lead inspector His Majesty's Inspector

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Inspection team

Amy Fidler Ofsted Inspector 24 and 25 June 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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