St George's Church of England Primary School

St George's Church of England Primary School

Address: Buxton Road, Heaviley, Stockport, Cheshire, SK2 6NX Unique reference number (URN): 131306

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Published data shows that at the end of Year 6, the proportion of pupils who meet the expected standard in reading, writing and mathematics has improved over time. Many pupils join and leave the school at different times. They typically progress well through the curriculum from their varied starting points. Pupils recall their prior learning in different subjects, such as science, art and design and history. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. However, the gap between disadvantaged pupils' attainment and progress in writing and their peers has widened.

p.2

Achievement Expected standard

On the whole, pupils, including those who speak English as an additional language, secure the most important skills and knowledge that they need to support their future learning, for example in reading, mathematics and language and communication. Pupils in key stages 1 and 2 develop their skills in handwriting and spelling, but sometimes pupils, including those who are disadvantaged, do not achieve as well as they could.

p.2

Attendance and behaviour Expected standard

Leaders prioritise pupils’ regular attendance. They track and analyse absence information carefully. This helps them to understand the causes of pupil absence. Leaders use this information to work in close partnership with parents and carers and other professionals to reduce barriers to pupils’ attendance. As a result of the work of leaders and staff, some pupils’ attendance is improving over time. However, there are still too many pupils, including those who are disadvantaged, who miss out on valuable learning by not attending school regularly.

p.2

Attendance and behaviour Expected standard

Pupils are taught to be kind, safe and to follow instructions. They are reminded and guided to succeed in this by caring staff. In the early years, children learn to listen carefully and to share. Pupils are polite and considerate towards each other and with adults. Most pupils behave well around the school. They are keen to learn and to be recognised as 'star of the week'. Pupils who sometimes struggle to regulate their own behaviour benefit from sensitive support from staff. They are helped to manage their emotions. Any incidents of bullying are dealt with effectively.

p.2

Curriculum and teaching Expected standard

Leaders are well informed about the quality of the curriculum and teaching provided for pupils. The broad and ambitious curriculum has been recently reviewed to ensure that it takes into consideration the mixed-age classes in the school. Staff receive the training and support that they need to design learning that builds on what pupils know and can do.

p.2

Curriculum and teaching Expected standard

Leaders' work to overcome obstacles to pupils’ learning is typically successful. There is a sharp focus on developing pupils’ ability to communicate well. In the early years, staff maximise opportunities to expand children’s vocabulary. This is successfully built on as pupils move through the school. Pupils who struggle to read, including those who speak English as an additional language, benefit from extra support. This increases their confidence and fluency in reading. Where needed, an individualised approach is used to support pupils with special educational needs and/or disabilities to secure the knowledge that they need to access the full curriculum.

p.2

Curriculum and teaching Expected standard

In lessons, staff select appropriate activities to help pupils to learn new curriculum content. This is evident in what pupils know and remember. However, at times, checks on learning do not identify pupils’ misconceptions quickly enough. This leads to gaps in some pupils’ learning and prevents them from achieving as much as they could. In addition, errors in some pupils’ spelling and handwriting go unchecked. Consequently, some pupils continue to repeat these errors.

p.3

Early years Expected standard

Staff in the early years have a secure understanding of the learning and developmental needs of young children. This is evident in the priority that staff place upon their relationships with children and their parents and carers. Children benefit from a carefully considered curriculum that provides them with the foundation of knowledge that they need across each area of learning. The environment in which children learn encourages them to be curious and to make choices for themselves. For example, children enjoy serving customers in the 'shop' area. They develop strong muscles when they throw balls into sets of hoops.

p.3

Early years Expected standard

There is a focus on developing children’s language and communication. Staff typically model language and encourage conversation, which allows children to practise using the words and sentences that they hear. Children, including those with special educational needs and/or disabilities and those who are new to speaking English, quickly learn to express their needs and wishes. They are supported to interact with their friends. The teaching of reading is prioritised. Children enjoy learning new letters and sounds in their daily phonics activities. The majority of children are well prepared for key stage 1.

p.3

Inclusion Expected standard

An inclusive culture lies at the heart of this school’s work. Leaders and staff strive to understand pupils' unique life experiences. This includes pupils with special educational needs and/or disabilities (SEND) and those who have experienced disruption to family life. Pupils are supported to overcome and address barriers that they may face in their learning and wellbeing during their time at the school. This starts in the early years, where children with SEND have their needs identified quickly. Training that staff receive enables them to make adaptations to learning that help pupils to access the curriculum successfully. Leaders check the impact of these adaptations and make changes if they need to, to ensure that pupils are helped to make the progress through the curriculum that they should.

p.3

Inclusion Expected standard

The school serves a diverse community. Leaders work with other professionals to provide effective support for pupils who speak English as an additional language (EAL). They support these pupils well to develop their communication and language skills. Leaders ensure that additional funding, such as the pupil premium, is used effectively. For example, they employ additional staff who support EAL and disadvantaged pupils with their learning.

p.3

Leadership and governance Expected standard

Leaders have taken appropriate and considered actions to fully address the weaknesses in leadership and management identified at the school's last inspection. Governors ensure that their statutory duties are met. They have clear systems in place to support and challenge leaders in equal measure. This ensures that they have an accurate understanding of the school’s strengths and areas for development.

p.4

Leadership and governance Expected standard

Leaders set high expectations and ambition for pupils at the school. They ensure that appropriate improvement priorities are in place to further develop the offer provided for pupils. Leaders make decisions and changes with pupils’ best interests at heart, for example with regards to support for the increasing number of pupils who join the school who speak English as an additional language or who are new to the country. Leaders seek and act on appropriate guidance to best meet the needs of these pupils.

p.4

Leadership and governance Expected standard

Leaders regularly review and evaluate the effectiveness of the education that pupils receive, including for those who are disadvantaged. They recognise that inconsistencies in how pupils’ misconceptions are identified and addressed and in securing pupils' key writing knowledge and skills, prevent some pupils from achieving as well as they could.

p.4

Leadership and governance Expected standard

Staff appreciate that their wellbeing and workload are considered by leaders. They are positive about the support that they receive to do their jobs well. They value the opportunities that they have for professional learning. This focuses on what will make the school a better place for its pupils.

p.4

Personal development and wellbeing Expected standard

Pupils understand that everyone is unique. They know that people should not be judged for any differences that they may have. Many faiths and cultures are represented within the school. Pupils welcome and celebrate each other’s differences and treat each other with kindness. They are taught to be respectful of diversity. For example, they learn that people have different families, backgrounds and beliefs. Pupils are able to speak confidently about the importance of treating everyone equally.

p.4

Personal development and wellbeing Expected standard

From the early years to Year 6, children and pupils develop positive attitudes to eating healthily and taking part in regular exercise. Pupils learn in age-appropriate ways about healthy relationships, moral dilemmas and personal safety, including when online and near roads. They are also well supported to understand how to look after their mental health. They appreciate the ways that staff support them with this. Pupils learn to recognise and acknowledge their emotions. They enjoy spending time with Merlin, the school dog. This enhances pupils’ ability to feel calm and ready to learn.

p.4

Personal development and wellbeing Expected standard

Pupils are keen to take advantage of the clubs provided by the school. Leaders check and encourage participation in these activities. They are mindful of barriers that some pupils, including those who are disadvantaged, may have to attending these wider opportunities. Where this is the case, leaders seek to remove barriers for pupils. Pupils also benefit from carefully designed opportunities to develop their understanding of the wider world. Older pupils spoke excitedly about a planned visit to a zoo to meet an orangutan that the school has adopted. This is linked to their learning about the use of palm oil. Pupils develop their understanding of fundamental British values in meaningful ways. For example, pupils learn that when they vote for members of the school council, they are engaging in democracy. These experiences prepare pupils well for life in British society.

p.4

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

Pupils are proud to be part of this friendly and happy school, where everyone is treated with dignity. Staff know pupils and their families well. They provide a culture of mutual respect and care. Trusting relationships are at the heart of the school. Pupils benefit from a calm and kind atmosphere. Most pupils attend school regularly.

p.5

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

Pupils are polite and well mannered. They are proud that their school is a place where everybody is welcome. Pupils who join the school in different year groups and at different times of the year, including those who speak English as an additional language, experience a warm welcome. They are helped to develop a sense of belonging and settle into school life quickly. Incidents of bullying or discrimination are uncommon. Pupils are confident that staff will help them deal with any concerns that they may have. They feel safe and well cared for.

p.5

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

Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, work hard to meet the expectations that leaders have for their achievement. They are helped to experience success and to enjoy their learning. Typically, pupils achieve well.

p.5

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

Pupils are proud of the leadership roles that they have, such as being school councillors. They were keen to tell inspectors about the new equipment that they have selected to improve their social times. These responsibilities help pupils to learn how they can make a difference to their own and the wider society. Through performances showcasing their singing and ukulele playing talents, pupils further build their confidence and self-esteem. Pupils’ horizons are also broadened through visits to orchestras, museums and galleries. They enjoy taking part in clubs, such as sewing and a variety of sports. Leaders ensure that these opportunities are open to everyone.

p.5

Next steps

Leaders should ensure that checks on pupils’ learning identify gaps in pupils’ knowledge or skills so that these are addressed consistently well. Leaders should continue to focus on improving pupils’ handwriting and spelling skills, particularly for those who are disadvantaged, so that they are supported to achieve all that they can in writing.

p.5

Team inspectors:

Alison Lawson, Ofsted Inspector Michelle Forrest, Ofsted Inspector

p.6

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.

p.6

School and pupil context

Leaders should continue to take action to reduce levels of absence for pupils, particularly for disadvantaged pupils and those who are persistently absent.

p.6

About this inspection

The chair of the board of governors in this school is Laura Ingle.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, assistant headteachers and other school leaders during the inspection. The lead inspector met with members of the governing body, including the chair of governors. Inspectors also spoke with representatives of the local authority and a representative of the diocese.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Church of England religious character. The school is voluntary aided and is part of the diocese of Chester. The last section 48 inspection took place in January 2026.

p.6

About this inspection

The school does not currently make use of any alternative provision.

p.6

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.

p.7

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.

p.7

What does this mean?

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

p.7

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. National average: 3.5%

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

national average

2022/23 (final) 52% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2022/23 (final) 69% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (revised) 75% 72% Close to average

p.9

average

2023/24 (final) 70% 72% Close to average

p.9

average

2022/23 (final) 67% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2022/23 (final) 70% 73% Close to average

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (revised) 38% 47% Close to average

p.10

average

2023/24 (final) 50% 46% Close to average

p.10

average

2022/23 (final) 38% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

national average

2023/24 (final) 68% 62% Close to average

p.11

national average

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

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2022/23 (final) 52% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (revised) 69% 61% Close to average

p.11

average

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

p.11

average

2022/23 (final) 48% 59% Close to average

p.11

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.

p.11

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

national average

2024/25 (2 term) 5.9% 5.2% Close to average

p.13

national average

2023/24 (3 term) 6.2% 5.5% Close to average

p.13

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.

p.14

Urgent improvement

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 . 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.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15