Etchells Primary School

Etchells Primary School

Address: East Avenue, Heald Green, Cheadle, Cheshire, SK8 3DL Unique reference number (URN): 106045

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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 Expected standard

Most pupils attend well. However, a minority of pupils are persistently absent. Leaders check attendance carefully. They keep detailed records that enable them to spot any patterns and trends in pupils' absences. Leaders use this information to develop targeted and specific support for pupils and their families. They diligently check that the support they give has the intended positive impact on pupils' attendance. Where this is not the case, leaders do all that they can to reduce any potential barriers to pupils attending regularly. For example, leaders show sensitivity when supporting families with children in the specially resourced provision who may have complex medical needs.

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Attendance and behaviour Expected standard

Pupils behave well. Staff have a secure understanding of the school's behaviour expectations. Pupils who need it receive the extra help that they need to manage their emotions. The warm relationships that staff foster with pupils help them to feel safe and secure. This enables them to take risks in their learning. Pupils have positive attitudes to their learning. They receive the support that they need to tackle challenges and resolve conflict with confidence. Pupils do not worry about bullying. They struggled to remember a time when it happened.

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Early years Expected standard

Children get off to a great start in the early years. This is because the school achieves a delicate balance between helping children to feel safe and secure, while supporting them to be curious and inquisitive learners. Staff value the interactions they have with children. They use them to deepen children's understanding, for example to develop their vocabulary and language.

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Early years Expected standard

Staff recognise how to support children’s social and emotional development sensitively as well as their academic development. This means that children not only leave the early years ready for the curriculum in Year 1 but also have the confidence and resilience that they need to encounter new challenges.

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Early years Expected standard

Professional learning opportunities are effective in making sure that staff in the early years have a secure understanding of how young children learn. For example, staff recognise the range of experiences that children need to help them become familiar with a range of songs and rhymes. This prepares children well for their phonics learning in Reception. Although the new phonics programme is at the early stages of development, it is already having a positive impact on children's reading and writing. Parents and carers value the support that they receive to make their children's transition into the school typically successful.

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Inclusion Expected standard

Leaders wholeheartedly want Etchells to be a welcoming school for everyone. They take the time to understand pupils' uniqueness. Leaders use the wealth of information they have about pupils to support their academic and personal development. Pupils who learn in the specially resourced provision for pupils with special educational needs and/or disabilities (SEND) benefit from a carefully tailored programme that balances their medical and therapeutic needs with their academic development. Leaders make sure that additional funding is used appropriately to support disadvantaged pupils' learning and wellbeing.

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Inclusion Expected standard

Staff have regular training. This helps them to successfully identify any barriers to learning that pupils have and to quickly notice any changes. Staff across the school carefully consider how vulnerable pupils, including those with SEND, can be supported to make progress. Leaders make regular checks on the progress that all pupils make. Where changes in pupils' support need to happen, these are swiftly put in place. Parents and carers value the strength of relationships that staff build with them. They recognise the lengths that leaders go to so that all pupils can access not just the academic curriculum but all that the school offers.

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Leadership and governance Expected standard

Leaders know the school well. Their decision-making is rooted in prioritising pupils' wellbeing and inclusion. Leaders have done all that they can to get to know the school's strengths and areas for improvement. They have made efficient improvements to key parts of the provision. For example, leaders have introduced and overseen the implementation of a new approach to teaching phonics. This has had a positive impact on pupils' reading. Regular reviews ensure that leaders are well informed about the impact of their actions. Leaders recognise that some aspects of the school's provision are not in line with their high expectations.

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Leadership and governance Expected standard

Alongside the changes being made, staff receive appropriate training that helps them to embrace the changes with confidence. Leaders are on hand to offer support when it is required. This is particularly the case for those staff who are at the early stages of their career. Staff value how leaders listen to them and promote opportunities for them to have a voice. Their workload and wellbeing are taken into account when leaders take actions to improve the school. The vast majority of staff are proud to work at Etchells. They share leaders' vision for this to be a happy place to learn and work.

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Leadership and governance Expected standard

Governors have the knowledge that they need to hold leaders to account. They provide reasonable support and challenge to leaders. Governors ask questions that give them the relevant assurances about each part of the school's development, including how pupils are kept safe.

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Personal development and wellbeing Expected standard

Leaders have put in place a coherent and well-considered programme of personal development for pupils. They make sensitive adaptations to enable all pupils to benefit from the offer, including those who are disadvantaged. Pupils benefit from a range of opportunities that develop and broaden their talents and interests. For example, pupils regularly take part in sports competitions and represent the school at creative events. Pupils develop their sense of responsibility through the range of leadership roles they fulfil. For example, school councillors give their peers an active voice within daily school life.

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Personal development and wellbeing Expected standard

Leaders check which pupils participate in extra-curricular activities. They do this to make sure that all pupils, including those with special educational needs and/or disabilities, can

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Needs attention

benefit from the activities on offer. Leaders use this information, together with feedback from staff and pupils, to carefully plan activities that support pupils' character development.

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Needs attention

Pupils show an increasing awareness of what makes people different. They learn to celebrate and appreciate what makes people special and unique. This gives them a solid foundation for when they leave the school to understand how different people live in modern Britain. Pupils have the understanding of the fundamental British values that they need to challenge stereotypes, understand equality and champion diversity.

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Needs attention

Leaders make sure that pupils learn an appropriate relationships and health education programme. Consequently, pupils develop a rich understanding of healthy relationships and what to do with any worries they may have, including when they are online. Leaders think deeply about the support on offer for pupils' mental wellbeing. They swiftly put additional support in place when it is required. This equips pupils with the tools that they need to thrive. For example, some pupils benefit from individual sessions to develop their confidence, resilience and self-esteem.

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Achievement Needs attention

In most subjects other than reading, writing and mathematics, pupils do not achieve well. By the time they leave the school, they are not prepared well enough for the next stage of their education. This is reflected in the work that pupils produce. Pupils struggle to talk about their learning and have gaps in their knowledge. This makes it hard for them to remember their learning over time. This is because they do not tend to build on what they know.

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Achievement Needs attention

Pupils achieve well in reading, writing and mathematics. Published results in these subjects show that pupils achieve broadly in line with the national average. This sets pupils up well in these subjects. They build a secure foundation of knowledge that they need for their further learning. In particular, pupils who speak English as an additional language progress well from their starting points. There are effective strategies in place, such as the school's focus on vocabulary development, that support pupils to learn well in the core subjects.

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Curriculum and teaching Needs attention

Leaders know that pupils' learning is variable across the curriculum. Although there are subjects where pupils learn well, such as reading, writing and mathematics, there are too many subjects where pupils do not learn with enough success. This is because the school has not set out the important knowledge in each subject that pupils need to learn. This does not support staff well enough to know precisely what pupils need to know and remember.

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Curriculum and teaching Needs attention

In the core subjects, pupils build knowledge well because the order that they learn new content has been carefully considered. In addition, teachers have the subject knowledge that they need to explain new learning clearly. However, in some other subjects, pupils' learning is more disjointed. This is because too often the activities in lessons do not help pupils to secure the intended learning. Although pupils enjoy their learning and engage well, they find it hard to remember enough of their learning or join different knowledge together. Consequently, the work that pupils sometimes produce is not of a high standard. Where pupils learn with success, staff regularly check for understanding and make swift, relevant adaptations. This includes for pupils with special educational needs and/or disabilities.

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

Pupils at Etchells Primary School feel recognised as individuals. Staff take the time to get to know pupils and their families well. Each morning, staff give pupils a warm welcome, which helps them to settle quickly into their learning. Pupils enjoy attending school. They appreciate that leaders listen to them and value their views.

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

In some subjects, pupils leave the school well prepared for the next stage of their education. However, this does not happen in all subjects. Some pupils, including disadvantaged pupils, those with special educational needs and/or disabilities and those known to children's social care, do not achieve as well as they could in the wider curriculum. Leaders have carefully prioritised and delivered actions to improve the school. However, some of this work is in its early stages.

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

Warm relationships run throughout the school. This helps pupils to feel safe and secure. Pupils do not worry about issues because staff resolve them quickly. They help pupils build the skills to manage problems independently. For example, pupils learn to resolve conflict while considering the thoughts and feelings of others. The school provides a range of opportunities for pupils to hold leadership roles. Pupils fulfil these roles with pride and recognise the difference they make. Pupils are well prepared to be active citizens of their community.

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

Pupils understand and appreciate the school's high expectations for their behaviour and conduct. They recognise when some pupils need extra help to meet these expectations. Pupils treat others with respect. They learn about different types of bullying, including online bullying. Pupils know how to identify bullying. They are clear that it rarely happens. Leaders work diligently to improve attendance. This is having a positive impact on how regularly some pupils attend school. Leaders ensure that the whole school community recognises the importance of regular attendance.

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Next steps

• Leaders should identify the key knowledge that pupils need to know and remember in all curriculum subjects so that pupils learn through activities that are precisely focused on helping them to build new knowledge well. • Leaders should support pupils to achieve as well in all subjects as they do in reading, writing and mathematics. • Leaders should make sure that the attendance of those pupils who are persistently absent continues to improve so that pupils can achieve well.

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Team inspectors:

Kelly Eyres, Ofsted Inspector Liz Davidson, Ofsted Inspector

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Facts and figures used on inspection

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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About this inspection

The chair of the board of governors in this school is Duncan Kerr.

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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 who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher and acting assistant headteacher during the inspection. They also met with other staff.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes a specially resourced provision for 16 pupils with autistic spectrum disorder, physical disabilities and severe learning difficulties. These pupils all have education, health and care plans.

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About this inspection

The school does not use any alternative provision for pupils.

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About this inspection

The headteacher has joined the school since the last inspection.

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About this inspection

Headteacher : Stuart Kelly Above average

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 63% 62% Close to average

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average

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

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average

2022/23 (final) 66% 60% 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) 75% 74% Close to average

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average

2022/23 (final) 70% 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

2024/25 (revised) 70% 72% Close to average

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average

2022/23 (final) 77% 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

2023/24 (final) 72% 73% Close to average

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average

2022/23 (final) 74% 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) 54% 47% Close to average

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average

2023/24 (final) 33% 46% Close to average

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average

2022/23 (final) 45% 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) 55% 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

2024/25 (revised) 62% 59% Close to average

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average

2022/23 (final) 64% 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

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 55% 59% 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

2024/25 (2 term) 5.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 6.4% 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

2023/24 (3 term) 17.9% 14.6% Close to average

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national average

2022/23 (3 term) 17.5% 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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