St George's CofE Primary School

St George's CofE Primary School

Address: Stamford Street, Mossley, Ashton-Under-Lyne, Lancashire, OL5 0HT Unique reference number (URN): 150015

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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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Achievement Expected standard

Overall, pupils achieve well. They are typically prepared for their next stage of learning. This includes pupils with special educational needs and/or disabilities who progress well through the curriculum from their various starting points. Published data for Year 6 national tests and assessments, including for disadvantaged pupils, has been variable across 2024 and 2025. This is partly due to pupil numbers and stability in cohorts. Leaders have been swift to identify the reasons for the below average attainment in the 2025 Year 4 multiplication check. They have ensured that gaps in pupils' mathematical learning have been identified and addressed.

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Achievement Expected standard

Increasingly, pupils secure the skills that they need to read, write and use mathematics with increasing accuracy. However, gaps in some pupils’ writing skills prevent them from achieving all that they could. Beyond English and mathematics, pupils typically remember what they have learned across a range of subjects. At times, pupils' prior knowledge is not as secure as it needs to be to build their new learning on.

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Attendance and behaviour Expected standard

Leaders prioritise pupils’ regular attendance. They work in close partnership with parents, carers and external agencies to reduce barriers to pupils’ attendance. Some pupils do not attend school as regularly as they should. Leaders have a clear understanding of the reasons for this. Timely and suitable support is provided for these pupils and their families.

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Attendance and behaviour Expected standard

Leaders’ work to establish a shared understanding of the strategies to support and respond to pupils’ behaviour is evident across the school. High expectations are understood by pupils and staff alike. This starts in the early years where children learn how to take turns and listen to each other. Typically, pupils are polite and well-mannered. They usually display positive attitudes to their learning. Staff provide tailored support for those pupils who sometimes struggle to manage their emotions and behaviour. Pupils, including those who attend ‘The Hive’ are guided gently and sensitively to use strategies to help them to be ready to learn and socialise successfully. Pupils talk positively about how they are encouraged to reflect and learn from times where they struggle to behave well. Incidents of bullying or unkind behaviour are rare, where this does occur, it is addressed swiftly and effectively.

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Curriculum and teaching Expected standard

Leaders have reviewed the curriculum to align with the recent move to mixed-age classes across the school. They have ensured that pupils are taught an ambitious and broad curriculum. Careful consideration has been given to both the content of the curriculum and the order that it should be taught in. This includes a renewed focus on ensuring that, from the early years, children are given regular opportunities to develop and practice important skills in reading, writing and number. Overall, this is successful. Leaders have identified that misconceptions and errors in some pupils’ spelling, grammar and handwriting is preventing them from applying their writing skills as confidently or accurately as they could. This is a continued focus in lessons.

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Curriculum and teaching Expected standard

Leaders are well informed about the quality of the curriculum and how this is taught. Teaching is generally effective. Staff are provided with the support and guidance that they need to teach the new curriculums. They have secure subject knowledge. Pupils who have barriers to their learning are provided with appropriate support and adaptations to succeed in their learning. In lessons, staff check what pupils know and remember. However, in some subjects, beyond English and mathematics, these checks are not used to help pupils to connect key knowledge with their previous learning.

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Early years Expected standard

Children in the early years settle quickly. They are well supported to develop their confidence and independence. Leaders have increased the consistency and timeliness of the identification of any additional needs children may have. This includes children who have special educational needs and/or disabilities. Well-thought-through care practices ensure that children thrive and learn safely. Leaders have reviewed the early years curriculum to reflect the new two-year-old provision and the mixed-age Nursery and Reception Year class. They have ensured that the curriculum outlines the progression in children's learning from one year group to another in the early years. The curriculum identifies the building blocks of learning in reading, writing and mathematics.

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Early years Expected standard

Staff support children to develop their communication and language skills. Stories, songs and rhymes are part of the daily routine. Children learn to recognise sounds, patterns and rhythms in the two-year-old provision and Nursery Year. This prepares them well for learning phonics as they move into the Reception Year. Typically, staff model language and key learning through their high-quality conversations with children. Occasionally, staff do not use opportunities in the provision to model learning or extend children’s understanding as effectively as they could. Nevertheless, most children are ready for Year 1 by the end of the Reception Year.

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Inclusion Expected standard

Inclusion is at the forefront of the school’s work. Leaders ensure that barriers to pupils' learning or wellbeing are identified and addressed at the earliest opportunity. There has been a focus on supporting staff to increase their understanding of the specific barriers individual pupils may have. Much work has been completed to ensure that pupils with special educational needs and/or disabilities, are identified at the earliest opportunity. This work is increasingly informing the support that pupils receive. Adaptations that assist pupils to learn, develop and interact with adults and peers are evident across classrooms.

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Inclusion Expected standard

Close working with external agencies, parents and carers enables leaders to ensure that the support pupils receive is regularly reviewed and adjusted to best support them emotionally and academically. Pupils who need help to engage in learning are provided with well- considered strategies to succeed. This includes a focus on helping pupils to recognise and regulate their emotions. In the specially resourced provision for pupils with special educational needs and/or disabilities, pupils follow appropriate pathways to support their speech, language and communication needs. Leaders ensure that funding, such as pupil premium, is used appropriately to support pupils’ learning and wellbeing. This includes ensuring that pupils are supported to benefit from participation in opportunities beyond the academic.

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Leadership and governance Expected standard

The school has been through a period of considerable change in the last year. During this period, leaders have kept pupils' best interests at the forefront of their minds. There has been rapid improvement in a short space of time. With help from the trust, leaders have also supported staff's wellbeing and sought to minimise any increase in workload resulting from the ongoing changes. Staff are supportive of leaders' decisions. They value the opportunities that they are given to develop their knowledge and skills through the professional learning provided. Parents and carers are equally positive about the work of the school.

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Leadership and governance Expected standard

Leaders know their school very well. They have maintained a sharp focus on the most important priorities for improvement. Trust leaders' support has been instrumental in facilitating this and in ensuring that pupils receive a quality provision overall. Trustees and governors provide support and challenge to school leaders. They oversee all areas of provision and fulfil their roles effectively. This includes meeting their statutory duties, for example overseeing the school's safeguarding systems and processes.

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Leadership and governance Expected standard

Leaders ensure that pupils, particularly those who face barriers in their learning and/or wellbeing, benefit from an educational and wider offer that meets their individual needs. This work is typically successful. Leaders recognise that there is further work to do to embed and develop consistency in some aspects of this work. For example, with regards to supporting pupils' confidence in applying their writing skills and further developing pupils’ connected learning in subjects beyond English and mathematics.

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Personal development and wellbeing Expected standard

The school provides a curriculum for pupils' personal, social, health and economic education, including relationships education at an age-appropriate level. This begins in the two-year-old provision and is designed to revisit and build on key themes as pupils move to older year groups. Pupils value the support that they receive to look after their mental health. They talk confidently about the ways that staff support them with this. Pupils learn to recognise and acknowledge their emotions. They use breathing techniques to help them to feel calm. Pupils appreciate the care and time that staff give to them to talk about their feelings and worries.

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Personal development and wellbeing Expected standard

Pupils learn, in an age-appropriate way, how to develop safe and healthy relationships. Older pupils are taught about the changes that will happen to them as they grow up. Pupils understand how to be safe near roads and in water. They also learn how to work and play safely online. In the early years, children learn to look after their teeth. This is built on as pupils move through the school and they learn the importance of having a balanced diet. Pupils are also encouraged to have an active lifestyle. They enjoy the sporting lunch time and after-school activities that they can participate in. Leaders ensure that this wider offer is accessible for all by removing barriers to pupils’ participation. This includes those with special educational needs and/or disabilities and disadvantaged pupils. Pupils benefit from carefully designed opportunities to develop their understanding of the wider world. They learn what it means to live in a modern and diverse society. Pupils

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Personal development and wellbeing Expected standard

develop and appreciate the importance of treating others with respect. They learn about different faiths and beliefs. They also learn about fundamental British values. While pupils know what these values are called, they sometimes struggle to connect these to life beyond school.

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

St George’s is a caring and welcoming place to learn. Warm relationships are at the heart of this small school. Most pupils attend regularly. They are happy in lessons and when playing with their friends in the playground. Pupils understand why it is important to be kind and caring towards others. They try their best to be considerate of each other. Pupils feel safe. This is because they know that staff care about them and know them well. Pupils have adults in the school who they can talk to if they have any concerns or worries. Staff swiftly and effectively deal with any unkindness, including bullying.

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

Pupils enjoy their lessons. They know that their teachers want them to try hard, and generally they do. Pupils are keen to be awarded certificates and ‘lunchtime stars’ in recognition of their positive attitudes to school life. In class, pupils are typically attentive and keen to learn. They progress well through the curriculum. Staff understand the barriers that some pupils have to their learning and/or wellbeing. Pupils with special educational needs and/or disabilities, including those who attend ‘The Hive’ provision, get the support that they need for their learning. In the main, pupils achieve well and are prepared for their future learning.

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

Pupils proudly take on leadership roles within the school. They enjoy being reading champions and buddies, playground leaders and members of the recently formed pupil advisory board. Opportunities to develop pupils beyond the academic curriculum allows them to gain an understanding of their local community and the wider world. Pupils visit museums, zoos, parks and mosques. They also enjoy taking part in clubs, such as hockey and multi-sports and singing at community venues.

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Next steps

Leaders should continue to focus on improving pupils’ grammar, spelling and handwriting skills so that pupils are able to apply these key skills more consistently and achieve all that they are capable of in writing. Leaders should ensure that pupils are supported to connect their knowledge in subjects beyond English and mathematics, so that pupils build new learning on secure understanding of the most important key knowledge and skills.

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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 school is part of the Forward As One Church of England multi academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Karen Bramwell, OBE, and overseen by a board of trustees, chaired by Peter Bond.

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

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About this inspection

Inspection activities: Inspectors spoke with the executive headteacher, other school and trust leaders and staff during the inspection. The lead inspector met with the CEO, trustees and members of the local governing body. She also spoke with a representative of the local authority.

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About this inspection

The inspectors confirmed the following information about the school: The executive headteacher is the headteacher for this school and one other school in the trust. He began this executive role from September 2025.

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About this inspection

In October 2025, the school opened a local authority commissioned specially resourced provision for pupils with special educational needs and/or disabilities. This provision provides an education for pupils with speech, language and communication needs. Currently, 6 pupils, from the early years to Year 2, attend this provision.

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About this inspection

The school provides an education for two-year-olds.

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About this inspection

The school provides a breakfast and after school provision for pupils.

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About this inspection

The school does not currently make use of alternative provision.

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About this inspection

Executive Headteacher: James Rolt This data is from 12 May 2026

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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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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) 74% 74% 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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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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average

2024/25 (final) 56% 63% 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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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 (final) 67% 61% Close to average

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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

2023/24 (3 term) 5.5% 5.5% 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) 12.6% 13.0% Close to average

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national average

2023/24 (3 term) 17.0% 14.6% 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

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