Nether Alderley Primary School

Nether Alderley Primary School

Address: Bradford Lane, Nether Alderley, Macclesfield, Cheshire, SK10 4TR Unique reference number (URN): 141306

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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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Early years Strong standard

Leaders have designed an ambitious curriculum for early years. They carefully consider the interests of the children and their starting points. Staff make sure that adaptations are made where children need them. As a result, children who face barriers progress well alongside their peers.

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Early years Strong standard

Staff have high expectations of children. Staff maximise opportunities to engage children in high-quality interactions. This helps to develop children’s conversation skills and vocabulary. Every area of the classroom has an intentional learning purpose and helps to develop children’s independence. Children enthusiastically choose activities, manage their own learning and persevere when tasks are challenging. For example, Reception Year children learning to ride bicycles keep trying even when it is difficult. Reading is central to the curriculum. Phonics is taught consistently well. Children pick up on staff’s enthusiasm for reading and develop a genuine love of books and stories.

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Early years Strong standard

Staff form warm, nurturing relationships with children and parents and carers. These positive connections help children feel safe and secure, while giving parents confidence that they are actively involved in their child’s learning. Parents feel comfortable approaching staff with any worries.

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Early years Strong standard

A thorough transition plan prepares children for key stage 1. By the time children leave the Reception Year, they are exceedingly well prepared for their next steps.

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Personal development and wellbeing Strong standard

The school’s well-thought-out programme of personal development is skilfully designed with the school’s context in mind. The personal, social, health and economic education curriculum ensures that pupils gain age ‑ appropriate understanding of key issues in the modern world. Pupils know how to manage their physical and mental health. They talk confidently about the concept of consent, the characteristics of healthy relationships and how to keep themselves safe online. They gain knowledge of religions and cultures beyond their own. They also have a well-developed understanding of how people differ, equality and why discrimination is unacceptable. One pupil explained, 'You should never judge a book by its cover.’

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Personal development and wellbeing Strong standard

A vast range of experiences enrich the curriculum and bring learning to life. Pupils attend music and theatre performances, visit local cities and take part in outdoor activities on residential trips. They engage in a host of community events and soak up the mythical legends associated with their local area. Pupils eagerly take part in sporting competitions and are proud to represent their school. These opportunities allow pupils to broaden their horizons and develop their self-esteem and confidence.

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Personal development and wellbeing Strong standard

Leaders track participation in enrichment activities to ensure that pupils who face barriers to learning benefit from the school’s offer. Pastoral support is highly effective. Staff build warm, trusting relationships that encourage pupils to seek help when needed. The school’s ‘eagle room’ provides a safe, sensory space for pupils to take a break and reflect.

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Expected standard

Pupils demonstrate secure understanding of fundamental British values and describe examples of democracy and the rule of law in school. The trust ‑ wide careers week brings in visitors from a range of professions, such as lecturers, estate agents and midwives. This gives pupils valuable insight into the world of work and encourages them to have high aspirations for themselves. They are extremely well prepared for life in modern Britain.

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Achievement Expected standard

Pupils achieve well at this school. A higher-than-average number of pupils reach the expected standard in reading, writing and mathematics by the end of key stage 2. Children have an extremely positive start in early years, where language and communication are prioritised. This helps them build the foundations they need for later learning. Pupils' achievement in the Year 4 multiplication tables check has been varied over the past few years. Leaders' actions have improved the depth of pupils' mathematics knowledge for those currently at the school.

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Achievement Expected standard

Pupils can talk confidently about their learning. For example, they can apply mathematical skills to their geography work on mountains to debate which mountain is higher in relation to sea level. This ability to connect knowledge across subjects demonstrates the depth and security of their learning. Pupils with special educational needs and/or disabilities typically progress well from their starting points. Overall, pupils are well prepared for secondary school.

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Attendance and behaviour Expected standard

Leaders prioritise attendance and are keen to improve it further. They identify pupils at risk of low attendance and work closely with families to understand the reasons behind this. Targeted support for disadvantaged pupils and for those with special educational needs and/or disabilities has contributed to a notable reduction in their absence rates. Overall attendance is broadly in line with national average levels.

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Attendance and behaviour Expected standard

Leaders have established high expectations for pupils’ behaviour across school. Staff consistently model calmness, kindness and respect, and pupils mirror these behaviours. From the early years onwards, pupils understand the clear systems and routines that underpin behaviour across the school. Older pupils are proud to take on responsible ‘buddy’ roles in the playground with children in the Reception Year. Pupils are friendly and courteous.

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Attendance and behaviour Expected standard

In lessons, pupils typically approach their learning with enthusiasm, showing a willingness to challenge and improve themselves. However, at times, behaviour for learning is less positive. In these instances, pupils demonstrate less self-discipline and need more reminders to follow instructions and do their best.

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Attendance and behaviour Expected standard

Pupils are confident that staff would deal with any rare occurrences of bullying quickly. Leaders record any behaviour incidents accurately and deal with concerns fairly and sensitively.

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Curriculum and teaching Expected standard

Leaders have embedded an ambitious curriculum. They have clearly defined what pupils need to learn and how this learning builds over time. Teachers regularly check pupils' understanding and learning. They adjust their teaching as necessary to address misconceptions and develop pupils’ knowledge. This ensures that teaching remains effective and pupils continue to make progress.

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Curriculum and teaching Expected standard

Leaders provide staff with the knowledge and skills they need to be able to teach all subjects of the curriculum effectively. For example, staff who deliver phonics lessons do so expertly and model an enthusiasm for reading that inspires pupils to want to read. Staff ensure that pupils who struggle with early reading, writing or mathematics receive the support they need to catch up quickly.

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Curriculum and teaching Expected standard

Staff design exciting lessons to engage pupils in learning. Clear instructions and pertinent questions help pupils explain their thinking and link new ideas with what they already know. In art and design, for example, pupils use their prior knowledge of patterns, textures and materials to create clay sculptures to fire in their own school kiln. Pupils benefit from specific ‘in ‑ the ‑ moment’ feedback, which helps them understand how to improve their work. Staff make meaningful adaptations that help pupils who face barriers to their learning to build knowledge securely from their different starting points.

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Inclusion Expected standard

Leaders set consistently high expectations for pupils with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged. Pupils’ needs are identified swiftly and accurately through a clear approach that parents and carers are fully involved in.

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Inclusion Expected standard

Leaders ensure that when needed, specialist advice shapes the support pupils receive. Staff understand the challenges that some pupils face. Staff are well trained to implement the help and adjustments that pupils need. For example, following recent training on inclusive classroom environments, staff ensure that resources to help pupils regulate or scaffold learning are readily available to them. In general, staff take effective action to reduce barriers for pupils who find learning difficult. Leaders recognise, however, that, at times, staff need to further refine support so that it aligns even more precisely with pupils’ individual needs.

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Inclusion Expected standard

Leaders use a range of tools to measure the impact of what is being put into place. Overall, pupils with SEND and those who are vulnerable in other ways are making suitable progress from their starting points. Additional funding is used carefully to ensure that disadvantaged pupils benefit from it. They experience the same academic progress and personal development as their peers.

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Leadership and governance Expected standard

Leaders have a clear and realistic understanding of the school’s strengths and priorities. Their actions to reduce absence and improve multiplication test outcomes show that they take decisive and effective action to address key priorities.

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Leadership and governance Expected standard

The newly appointed governing board are knowledgeable and bring a range of skills to their roles. Through an active presence in school, they gain an accurate understanding of the school’s landscape and how it operates day to day. Consequently, governors hold leaders to account and meet their statutory duties. Governors also support leaders to make sound decisions in how best to meet the needs of the pupils, particularly those who experience barriers to their learning and wellbeing.

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Leadership and governance Expected standard

The trust’s central leaders know the school well. They are perceptive to its strengths and needs and listen carefully to what leaders and governors need. Trustees maintain oversight of the school’s performance and ensure that stakeholders at all levels contribute to the decisions they make.

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Leadership and governance Expected standard

School and trust leaders have established a coherent programme for professional learning. This both supports staff to develop and improve classroom practice and affords them clear pathways for career progression. Staff describe how leaders take their wellbeing seriously, avoid unnecessary burdens and ensure that their views are heard and respected. This helps to maintain positive morale and stability. Staff are happy and proud to work at the school.

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Leadership and governance Expected standard

Parents and carers speak very positively about the school, noting that teachers are always kind and approachable and behaviour is positive. Parents say that the school community is one they are proud to belong to.

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

Pupils arrive at Nether Alderley Primary happy and eager to discover what the day will bring. Staff greet them warmly, showing sincere care and attention to each child. This nurturing start helps pupils feel safe and ready to learn. They begin the school day with a sense of calm and purpose.

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

Across this small school, steeped in history, is a genuine sense of togetherness, with pupils interacting confidently across different year groups. The beautiful green school grounds are utilised to give pupils plenty of space to play, explore and burn off energy. Pupils develop a strong sense of belonging and attend school well. They value the friendships they form. Pupils know that if they have a concern, adults will resolve it. As a result, bullying is rare.

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

Staff have high expectations of pupils’ achievement. Leaders’ recent work in mathematics has successfully strengthened pupils’ knowledge of times tables. From the very start of their time in school, children in the early years learn to embody their school motto to ‘aim high, be kind and stay safe’. Pupils, including those who face barriers to their learning, consistently achieve well in their academic subjects. Whatever their starting point, they make suitable progress as they move through the curriculum. Overall, pupils complete each stage of learning ready to move on confidently to their next.

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Team inspector:

Claire Walmsley, Ofsted Inspector Leaders place as equal an emphasis on pupils’ personal development as they do academic achievement. Wider curriculum subjects such as music, art and physical education are given high importance. Pupils learn to play musical instruments such as the ukulele, trumpet and clarinet. Regular performances in school enable pupils to proudly showcase their talents and develop belief in their own ability. Pupils are well prepared for life in the wider world. They enjoy a vast range of experiences that nurture their talents such as bell band, orienteering and cooking clubs.

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Next steps

Leaders should ensure that all pupils with special educational needs and/or disabilities have specific learning targets set and monitored that develop their learning thoroughly. Leaders should continue to support staff to help pupils develop consistently high levels of self ‑ discipline and dedication to their learning.

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About this inspection

This school is part of the Halliard multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Helen Gorst, and overseen by a board of trustees, chaired by Mike Gorton.

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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 senior leaders and staff. The lead inspector also met with members of the governing board, including the chair of governors, members of the trust, including the interim CEO and the chair of trustees, and a representative from the local authority.

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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 currently uses no alternative provision.

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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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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. National average: 26.3%

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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

2023/24 (final) 60% 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

2022/23 (final) 75% 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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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) 80% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 59% ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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 (3 term) 4.9% 5.2% 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 (3 term) 12.2% 13.0% Close to average

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national average

2022/23 (3 term) 14.9% 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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Urgent improvement

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

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