St Edmund's RC Primary School

St Edmund's RC Primary School

Address: Queen Street, Little Hulton, Manchester, Manchester, M38 0WH Unique reference number (URN): 135307

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders uphold consistently high expectations of pupils’ rates of attendance and punctuality. This work begins in the early years. Leaders scrutinise the reasons for any attendance issues. They act swiftly to provide personalised and highly successful support to families and pupils. Pupils' attendance rates are consistently high, particularly for pupils with special educational needs and/or disabilities.

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Attendance and behaviour Strong standard

Leaders, staff and pupils contribute collectively to making the school a consistently calm and positive place to learn and play. From the beginning of the early years, routines and expectations are explicitly taught, ensuring consistency across the school. Staff provide nurturing support to pupils who find it difficult to manage their emotions. This enables pupils to thrive. Pupils demonstrate very high levels of self-control. They listen attentively and engage eagerly in lessons. Pupils conduct themselves in the same positive way during less structured times, including breaktimes, reflecting the strength of the school’s approach. Bullying and discrimination are not tolerated. Pupils are confident these would be stopped, should they occur. Pupils demonstrate high levels of respect for each other. They value the opportunities that they have at social times to play cooperatively together and to lead group

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Curriculum and teaching Strong standard

Leaders have a deep understanding of effective curriculum design. They use this information to ensure that pupils, including those in mixed-year classes, have rich opportunities to deepen their knowledge and vocabulary as part of an ambitious and well- crafted curriculum. Staff understand the importance of ensuring that pupils swiftly master key knowledge rapidly such as handwriting and number awareness. Any pupils who need help receive highly targeted and effective support so that they keep up with their peers. Pupils' reading is a particular strength of the school.

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Curriculum and teaching Strong standard

Staff are highly knowledgeable and have regular opportunities to share best practice as part of a well-structured cycle of improvement. Teachers use their expert subject knowledge across the curriculum to explain new learning with clarity, ensuring pupils quickly grasp concepts. Staff check what pupils know with precision and address errors swiftly, enabling pupils to make strong connections to prior learning.

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Curriculum and teaching Strong standard

Interventions for pupils with additional needs are highly effective. Practical support for pupils' individual needs ensures they can keep up with their peers. As a result, pupils access learning effectively and barriers are addressed promptly. Pupils demonstrate confidence in their learning and they enjoy their lessons.

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Early years Strong standard

Leaders have developed a meticulously crafted curriculum and environment which enables children to get off to a flying start. Staff use every opportunity to deliberately extend children’s language and their vocabulary. For example, children confidently chat to staff and each other during snack time in Nursery Year. In Reception Year, staff expertly support children to formulate more-complex sentences, using their ever-widening vocabulary.

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Early years Strong standard

Leaders understand the importance of securing children’s early reading skills. Staff have successfully implemented a very well-structured approach that blends high-quality phonics teaching in Reception Year with daily opportunities for children to enjoy rhymes, songs and stories. This sets them up exceptionally well to begin to read and write, laying firm foundations for future learning.

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Early years Strong standard

Staff expertly provide rich and purposeful opportunities for children to extend and consolidate their learning across the curriculum. Staff make sensitive adaptations so that children, including those with special educational needs and/or disabilities, make sustained and rapid progress from their starting points across all areas of learning. Warm and caring relationships with staff, together with highly positive partnerships with parents and carers, help children thrive and be confident learners. Children are extremely well prepared for key stage 1.

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Inclusion Strong standard

Leaders have developed a warm and welcoming environment where pupils from different groups thrive and feel a deep sense of belonging. Highly successful partnerships enable leaders to go 'above and beyond' for their pupils, breaking down barriers to learning and ensuring timely support for pupils and families.

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Inclusion Strong standard

Leaders have a deep understanding of pupils’ individual starting points and challenges. Resources such as the pupil premium funding are allocated highly effectively to meet the needs of pupils. All pupils with barriers to learning, including those with special educational needs and/or disabilities, those from disadvantaged backgrounds and those known or previously known to social care, receive the support that they need to ensure they thrive here.

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Inclusion Strong standard

Staff receive well-structured training which means that strategies are consistently applied across different subjects and phases. Other, well-thought-out adaptations, such as careful consideration of seating arrangements at lunchtime and thoughtful playground adaptations, have a demonstrably positive impact on pupils' behaviour and their wellbeing.

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Inclusion Strong standard

Leaders analyse the effectiveness of their actions with meticulous precision. Strategies such as the pupil premium strategy are highly effective, resulting in significant academic and social–emotional gains for these pupils. A continuous culture of improvement ensures leaders never rest on their laurels, maintaining the highest of expectations for all pupils and groups of pupils, with no ceiling placed on their aspirations.

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Leadership and governance Strong standard

Leaders have created a warm, nurturing and purposeful environment that reflects a deep understanding of their school community. They make well ‑ reasoned decisions that place pupils’ wellbeing, safety and achievement at the forefront of leaders' work. Staff work harmoniously together, modelling the school’s values and contributing to the very positive climate for learning. This enables pupils to feel secure and to flourish. Leaders and governors have a deep understanding of the school’s strengths and areas for improvement. They use this knowledge to focus sharply on the most important priorities to secure maximum impact for pupils. Leaders implement policies very effectively. They ensure that staff receive focused professional development that strengthens classroom practice across all year groups, including in the early years. Staff feel very well supported. They are highly positive about leaders’ consideration of their workload and wellbeing.

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Leadership and governance Strong standard

Governors ensure that they have the skills that they need to challenge and support leaders effectively. They scrutinise information about all aspects of the school’s work with precision, checking for impact at regular intervals. This includes ensuring that the pupil premium funding is well spent. Leaders and governors assure themselves that systems work precisely as intended through regular monitoring, purposeful visits and thorough evaluation of pupils’ experiences.

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Leadership and governance Strong standard

Leaders build strong, trusting relationships with parents and carers. They communicate clearly, listen actively, and respond promptly to concerns or suggestions. This partnership strengthens families’ confidence in the school and contributes to pupils’ highly positive engagement in their learning.

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Personal development and wellbeing Strong standard

Leaders go to great lengths to provide a rich and diverse personal development programme that prepares pupils very well for life in modern Britain. Leaders meticulously track pupils’ uptake of extra-curricular experiences and activities. They adjust the programme so that any barriers to pupils’ participation are swiftly addressed. As a result, pupils, including those who are disadvantaged, benefit greatly from these experiences.

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Personal development and wellbeing Strong standard

Pupils have plentiful opportunities to discuss differences in people’s faiths, cultures and family lives. This helps pupils to develop attitudes of tolerance and respect for those with beliefs and opinions that may differ from their own. Pupils show a mature understanding of the fundamental British values.

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Personal development and wellbeing Strong standard

Pupils engage in a wide array of activities to develop their interests and talents. These include learning to play musical instruments and performing in drama and music festivals. Pupils enjoy a range of sports clubs, take part in competitions, and engage in a variety of art and craft activities. They have opportunities to make a real and positive difference to their communities. For instance, they participate in projects to create and improve facilities, such as the pavilion in the local park. Pupils also contribute to services in their local church. These experiences help them to develop a rich understanding of the needs and lives of others.

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Personal development and wellbeing Strong standard

Through the curriculum, pupils learn about relationships and friendships. They learn how to keep themselves safe and healthy, including when working on and offline. Older pupils learn about body changes as they approach puberty, as well as about more-complex issues such as alcohol and drug misuse. Pupils benefit from highly effective pastoral support. This, together with positive partnership work with local secondary schools, helps pupils to approach their transition to high school with confidence. They are very well prepared for their future lives.

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Achievement Expected standard

Published data shows that, over time, pupils attain in line with the national averages in reading, writing and mathematics. Disadvantaged pupils attain at least as well as their disadvantaged peers nationally in writing and mathematics. In 2025, in reading, disadvantaged pupils performed better than non-disadvantaged pupils nationally. Pupils’ progress in recent years has been more variable. For example, in the 2022 and 2023 progress measures, pupils typically made progress in line with national averages in reading. However, some pupils did not consistently make the progress that they could in writing and mathematics over these years.

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Achievement Expected standard

Leaders know that early reading, writing and mathematics are the key to future learning. They have taken robust action to ensure that current pupils quickly and securely gain the knowledge that they need to be ready for the next stage of their education. However, there is still a gap in the attainment of middle prior attainers in the published data. Across the rest of the curriculum, classes and key stages, pupils achieve well. They remember what they have been taught and demonstrate increasingly sophisticated understanding over time.

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What it's like to be a pupil at this school

Pupils flourish at this warm and welcoming school. They feel safe, happy and part of a thriving community. Pupils describe their school as a family, where everyone is valued and looked after by staff and pupils alike. Children and pupils of all ages behave impeccably. This begins in the early years where children listen keenly to their teachers and to each other. Pupils' positive words and actions embody the school's values. They embrace difference and welcome people from diverse backgrounds and cultures. Pupils know that bullying is very rare at their school. They know that there are many trusted adults who they can talk to if they have any troubles or worries.

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What it's like to be a pupil at this school

Pupils benefit from a highly engaging curriculum that fosters their curiosity and ignites their enthusiasm for learning. Children in the early years avidly join in with the wealth of exciting and interesting activities on offer, both indoors and out. Across the rest of the school, classrooms and outdoor spaces are a hive of activity, with rich opportunities provided to broaden pupils’ knowledge and expand their horizons. As a result, pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, remember key knowledge securely and can apply their learning across the curriculum. Typically, pupils achieve well in this school.

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What it's like to be a pupil at this school

Pupils understand the importance of keeping themselves healthy, both physically and emotionally. They enjoy spending time in the school's nature area helping to look after the hedgehog houses and bat boxes. They love to be active on the school's 'trim trails' and monkey bars. Pupils also enjoy moments of quiet reflection in the school's peace garden. Through their many leadership roles in school and their work in the community, pupils

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Team inspectors:

Maria McGarry, Ofsted Inspector Mavis Smith, His Majesty's Inspector Liz Dayton, His Majesty's Inspector

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Facts and figures used on inspection

become confident, responsible and active citizens. They are extremely well prepared for the next stage of their education.

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Next steps

• Leaders should ensure that any gaps in pupils' learning, particularly for pupils who join the school with middle prior attainment, are closed so that they achieve as well as their peers nationally over time.

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About this inspection

The chair of the board of governors in this school is Kevin Machell.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other leaders and staff. The lead inspector met with members of the governing body, a representative of the local authority and a representative of the Diocese of Salford.

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About this inspection

This school is a Roman Catholic school which is part of the Diocese of Salford. Its last section 48 inspection, for schools of a religious character, took place in January 2024. Its next section 48 inspection is due in 2029.

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About this inspection

The school currently makes use of one form of alternative provision.

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About this inspection

The school runs a before-school breakfast club and an after-school club.

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About this inspection

Headteacher: Laura Moran The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 66% 62% Close to average

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average

2023/24 (final) 64% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 80% 74% Close to average

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average

2022/23 (final) 68% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 76% 72% Close to average

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average

2022/23 (final) 68% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 73% 74% Close to average

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average

2023/24 (final) 73% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 59% 47% Close to average

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average

2022/23 (final) 33% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2022/23 (final) 57% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2022/23 (final) 57% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 71% 61% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.4% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 11.7% 13.3% Close to average

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national average

2023/24 (3 term) 17.2% 14.6% Close to average

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national average

2022/23 (3 term) 12.5% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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