Crosslee Community Primary School

Crosslee Community Primary School

Address: Crosslee Road, Blackley, Manchester, M9 6TG Unique reference number (URN): 149867

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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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Curriculum and teaching Expected standard

Leaders have adopted an ambitious and knowledge-rich curriculum since joining the trust. Curriculum content builds pupils’ knowledge in a logical order. Leaders have an accurate understanding of the quality of the curriculum and teaching. They take effective action to bring about improvements. For example, with support from the trust, leaders have established ‘the Crosslee way’, which sets out clear expectations for teaching.

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Curriculum and teaching Expected standard

Staff typically implement the curriculum well. Leaders provide staff with a range of evidence- informed training to further their expertise and develop secure subject knowledge. Staff give clear explanations of new learning and provide regular opportunities for pupils to revisit previous content. Typically, staff check pupils’ understanding well, such as through effective questioning techniques. They encourage pupils to review and improve their own written work.

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Curriculum and teaching Expected standard

Staff know pupils’ individual needs and adapt teaching as necessary, including for those with barriers to learning and those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Reading, communication and language are priorities. This benefits all, including pupils who speak English as an additional language. Pupils orally rehearse sentences to develop these important skills. Staff rightly focus on securing pupils’ basic knowledge of reading, writing and mathematics. While teaching is typically effective, pupils with gaps in their learning do not catch up quickly enough.

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Early years Expected standard

Leaders have carefully redesigned the early years curriculum since joining the trust. They have made deliberate choices regarding the texts and vocabulary that children should learn and when this should happen.

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Early years Expected standard

Children settle in quickly. They learn the routines and understand staff’s expectations for their learning and behaviour. Staff identify children’s needs quickly and put appropriate support in place. Children arrive with low starting points. Broadly effective teaching enables children to progress steadily across the areas of learning.

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Early years Expected standard

Staff foster children’s love of reading. They help children to become ready for their phonics learning at the start of the Reception Year. Staff typically support children effectively in developing their early reading and writing skills. This largely prepares children well for their learning in Year 1.

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Early years Expected standard

Leaders provide staff with appropriate training to further develop their practice. Staff engage with children well. In the main, they provide children with high-quality interactions. Staff introduce narratives and new language to develop children’s communication, language and thinking skills, including for those who speak English as an additional language. Occasionally, staff’s approaches are not fully effective in supporting children to learn consistently well. Leaders prioritise partnerships with parents and carers. For example, parents visit for workshops and benefit from understanding how to support their children’s learning.

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Inclusion Expected standard

Leaders have greatly improved the school’s approach to inclusion. They have created an environment that is welcoming for all. Pupils in the school’s ‘Shooting Stars’ classroom benefit from sensitive support and clear routines that meet their individual needs.

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Inclusion Expected standard

Leaders have established robust systems to quickly identify and assess pupils’ additional needs, including for pupils who are disadvantaged and those with special educational needs and/or disabilities. Leaders have an accurate understanding of the barriers to learning and wellbeing that pupils face. They work with families and external agencies to provide timely and effective support to reduce such barriers. Leaders are continuing to address barriers to pupils’ regular attendance.

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Inclusion Expected standard

Staff know pupils well. Leaders provide effective training to help staff meet pupils’ individual needs. Staff provide carefully considered adaptations to enable pupils to engage positively in their learning. This includes for pupils who speak English as an additional language. Leaders regularly check how successful these approaches are and adjust them when necessary to support pupils’ progress.

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Inclusion Expected standard

Leaders make effective use of additional funding to support pupils who are disadvantaged. They monitor the impact of this carefully. Leaders ensure that alternative provision is in pupils’ best interests.

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Leadership and governance Expected standard

Leaders have worked resolutely to improve the school since joining the trust. They have taken action to address historic failings. Leaders act in the best interests of pupils and are mindful of the school’s context. Leaders’ work is showing impact across many areas, such as much improved approaches to inclusion, the curriculum, teaching and pupils’ behaviour. They have an accurate understanding of priorities to develop further, especially pupils’ attendance and achievement.

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Leadership and governance Expected standard

Those responsible for governance contribute effectively towards the school’s priorities. The trust ensures that statutory duties are met. Trustees and local governors provide leaders with appropriate support and challenge. All stakeholders share in a determination to work together to continue to improve the school.

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Leadership and governance Expected standard

Leaders provide staff with a range of evidence-informed learning and coaching, closely aligned to the school’s priorities. They engage very well with the trust and external agencies to continue to develop staff’s expertise. This includes for teachers early in their careers.

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Leadership and governance Expected standard

Most staff feel well supported by leaders in their workload and wellbeing. They feel valued and appreciate opportunities to share their ideas. Leaders have supported staff to implement new behaviour systems.

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Needs attention

Overall, parents and carers are positive about the school. Leaders have placed a sharp emphasis on improving previously fractured relationships and a breakdown in trust. Parents are appreciative of the changes leaders have made and the support for their children and families. They enjoy visiting the school regularly, for example during workshops and stay- and-play sessions.

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Personal development and wellbeing Expected standard

Leaders have enhanced the school’s offer for pupils’ personal development and wellbeing. They are rightly proud of these improvements. A sharp focus on supporting pupils’ wellbeing pervades the school. Leaders work closely with families and specialists to support pupils in their learning. They have started to analyse more precisely how well pupils, including those who are disadvantaged, access wider experiences to ensure any barriers are reduced.

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Personal development and wellbeing Expected standard

The personal, social, health and economic programme is designed well and tailored to the school’s context. Pupils develop an age-appropriate understanding of healthy relationships and how to be a good friend. They learn how to keep themselves healthy and safe, including online and in the local area. Older pupils learn how to manage budgeting.

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Personal development and wellbeing Expected standard

Pupils have a broad understanding of fundamental British values and equality matters. They know the importance of treating other people with respect, regardless of the many differences they may have. For example, pupils show tolerance for others and develop a clear understanding of right and wrong.

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Personal development and wellbeing Expected standard

Leaders have successfully focused on improving pupils’ social skills and engagement with others. They have redeveloped breaktimes to enable pupils to participate in adult-led activities. To support pupils’ talents and interests, leaders have recently implemented a range of clubs during the school day. They sought pupils’ views on these activities, which include Lego, crochet and arts.

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Personal development and wellbeing Expected standard

Pupils understand that they can make a positive difference to their community. They help to collect food for charities, engage in litter-picking and visit residential homes for older people. Pupils have opportunities to be digital leaders and members of the school and eco councils. They contribute to improving the school further, such as by helping to redevelop the school’s garden and coming up with ideas for new play equipment.

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Achievement Needs attention

Over time, pupils do not achieve as well as they should. Published outcomes show that pupils’ attainment by the end of Year 6 is below that of other pupils nationally. Pupils also do not attain as well as they should in the Year 1 phonics screening check. Some do not develop fluency or accuracy in their reading as quickly as they need to, including disadvantaged pupils and those with special educational needs and/or disabilities. This means that these pupils are not fully prepared for their next steps. Leaders’ actions to improve the curriculum and teaching have borne fruit in pupils’ attainment in mathematics, including for disadvantaged pupils. However, it is too soon to see the full impact of this work in pupils’ reading and writing. While pupils make steady progress from low starting points, the gaps in their learning do not close as quickly as they could.

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Achievement Needs attention

Pupils broadly develop their knowledge and skills well across the curriculum. However, this is not consistently secure. For example, some pupils do not remember the important knowledge and vocabulary that leaders intend. Pupils’ written work shows improvements, though some errors that they make are not remedied swiftly.

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Attendance and behaviour Needs attention

While many pupils now attend school regularly, attendance has been below national averages over time. Persistent absence has been concerningly high, including for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders have worked robustly to establish an appropriate, whole-school approach to tackle longstanding issues. They have a thorough understanding of why attendance remains a barrier for some pupils. Leaders have bolstered their relationships with families. They work well with external professionals. Leaders are determined to improve pupils’ attendance and further reduce persistent absence. However, it is too soon to see the full impact of this work.

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Attendance and behaviour Needs attention

The school environment is calm and orderly. Pupils typically behave well during lessons and social times. Leaders have successfully addressed historic weaknesses. They have established a culture that fosters pupils’ positive behaviour. As a result, pupils are polite and well mannered. They enjoy their learning and settle into lessons well. Pupils and staff have positive, nurturing relationships. Staff resolve any issues of bullying or name-calling effectively. Pupils know the school’s values of being ready, respectful and safe. Typically, they follow leaders’ expectations well. Well-trained staff have a clear understanding of the school’s approach to support pupils’ positive behaviour. They intervene appropriately when pupils need additional support. While suspensions have been high, they are reducing due to leaders’ decisive actions.

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

Pupils enjoy coming to school. They develop a firm sense of belonging. This includes new pupils, who settle in quickly and feel welcomed. Staff have caring relationships with pupils. This helps pupils to feel safe. They know who to approach should they have any worries or concerns. Pupils who need additional help to be ready for the day ahead receive individual and sensitive support from familiar staff.

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

Pupils’ experiences at this school have vastly improved over recent years. Leaders have established high aspirations for pupils’ achievement and behaviour, with the aim for them to ‘reach for the stars’. Pupils typically behave well and understand leaders’ expectations. Staff swiftly deal with any rare occasions of bullying or unkindness. This helps to create a calm and nurturing school environment for pupils.

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

Pupils benefit from a much-improved curriculum and effective teaching. They have positive attitudes towards their learning and try their best. Even so, over time, they have not achieved as well as they should. They are not as well prepared as they could be for their next steps. It is too early to see the full impact of leaders’ many improvements.

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

Leaders accurately identify and reduce the barriers to learning or wellbeing that some pupils face. This includes for pupils who are disadvantaged, those with special educational needs and/or disabilities and those with other vulnerabilities. While many pupils attend school regularly, there is further work needed to reduce barriers to some pupils’ regular attendance.

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

Pupils enjoy a range of experiences that supports their wider development and broadens their horizons. For example, trips to museums, the library and places of worship enhance pupils’ learning of the curriculum. Visitors to the school help pupils to learn about the world around them. Pupils develop their own aspirations for their future careers, such as in law, medicine and sports. They are well prepared for life in modern Britain.

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Next steps

Leaders should ensure that pupils’ achievement continues to improve and that gaps in learning close quickly, so that pupils achieve well across the curriculum and are ready for their next steps in education. Leaders should continue their work to improve levels of pupils’ attendance and to reduce persistent absence, so that pupils attend school as regularly as they should. Leaders should continue to strengthen the quality of staff’s practice in the early years, to ensure that children learn consistently well.

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About this inspection

This school is part of the Changing Lives in Collaboration 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, Jo Ashcroft, and overseen by a board of trustees, chaired by Ashley Harrison.

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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, school leaders, staff and pupils during the inspection. They also spoke with representatives of the trust and local governors, including the chairs of both boards. The lead inspector spoke with a representative of 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 makes use of 2 alternative provisions, including one that is unregistered.

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Lead inspector:

David Lobodzinski, His Majesty's Inspector

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Team inspectors:

Louise Smith, Ofsted Inspector John Coxhead, His Majesty's 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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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?

National average: 300 Headteacher: Anne-Marie Smith

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

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

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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

2024/25 (final) 71% 74% 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 (final) 35% 47% Close to average

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national average

2023/24 (final) 55% 46% 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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average

2023/24 (final) 62% 62% 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 (final) 48% 59% Close to average

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average

2023/24 (final) 55% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (final) 61% 61% Close to average

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average

2023/24 (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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Persistent absence

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

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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

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 .

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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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