Puss Bank School and Nursery

Puss Bank School and Nursery

Address: Barracks Lane, Macclesfield, Cheshire, SK10 1QJ Unique reference number (URN): 145248

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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

As pupils move through the school, they typically gain the important knowledge they need for the next stage of their education. Generally, pupils achieve well in national tests at the end of key stage 2. In 2025, more pupils reached the expected standard in the combined reading, writing and mathematics outcome than the national average. The difference between disadvantaged pupils and others is also narrowing. In mathematics, outcomes have been below average in recent years. As a result, leaders have improved the curriculum and pupils are now building the knowledge they need, although this is not reflected in outcomes for mathematics.

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Achievement Expected standard

The youngest children in the early years get off to a good start in early reading and mathematics. Pupils who find reading harder learn to read new words securely. Older pupils speak about what they are learning with increasing confidence. Pupils with special educational needs and/or disabilities and disadvantaged pupils make positive progress from their starting points.

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Attendance and behaviour Expected standard

Most pupils attend school regularly. Overall attendance is close to the national average. Pupils usually arrive on time and settle quickly into the day. A small number get extra help to start the morning calmly. Leaders know their pupils well and act quickly when attendance drops. They offer families practical help, such as a free breakfast club and scooters, to help pupils to get to school. This work has improved the attendance of pupils who were missing too much school.

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Attendance and behaviour Expected standard

Leaders have created a calm and orderly school. Behaviour is built on the school's four promises. Pupils know these well and live up to them. When something goes wrong, staff help pupils to put it right and move on. Pupils generally show positive attitudes in lessons and take part in their learning with interest. Staff adapt their approach for pupils who need help with their behaviour so that these pupils are well supported. At breaktimes and lunchtimes, pupils play well together and include others. Bullying is rare. Pupils trust staff to deal with any unkind behaviour quickly and fairly. This helps them feel safe and cared for.

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Curriculum and teaching Expected standard

The school has designed a curriculum that is sequenced so pupils build their learning securely over time. It includes essential learning in reading, writing and mathematics, as well as in other subjects. Leaders recently introduced an oracy project, which is extending pupils' language and vocabulary across the curriculum. Leaders have made sure the teaching of reading is well organised and carefully sequenced so pupils learn to read with fluency, confidence and enjoyment.

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Curriculum and teaching Expected standard

Leaders understand the strengths and weaknesses across the curriculum and how well it is taught. In mathematics, for example, leaders have strengthened the curriculum to develop pupils' arithmetic and problem-solving. Leaders make sure that the curriculum meets the needs of each group of pupils. Teachers use a range of strategies and resources well so that all pupils take a full part in their learning.

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Curriculum and teaching Expected standard

Across other subjects, teaching is generally effective. In art and design, for example, pupils study and compare artists and build their knowledge and skills well. Where teaching is well pitched and clearly explained, pupils learn securely. However, in a small number of other subjects, teaching is not as consistent. Some staff have less secure subject knowledge and do not routinely pick up pupils' misconceptions. As a result, some pupils do not build knowledge as securely in a few subjects.

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Early years Expected standard

Children get off to a positive start in the early years. They are safe, happy and behave well. Children take part in a range of activities across the curriculum. Staff skilfully talk to children and build their language through different activities. This helps children to become confident talkers. Reading is prioritised from the start. Children grow as readers and enjoy a range of books. They use their phonics skills to sound out words for themselves. As a result, children are well prepared for the next stage of their education.

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Early years Expected standard

Across the early years, many play opportunities match what children need to learn and develop. The youngest children play and explore in a bright, stimulating environment. Staff watch closely to see what children know and can do. They use what they notice to help every child to move on in their learning, including children with special educational needs and/or disabilities. On occasion, some activities that children choose for themselves lack a clear purpose. Leaders have identified this and are improving it with help from external partners.

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Early years Expected standard

Leaders build strong partnerships with families. They work closely with parents and carers so children feel looked after and ready to learn. Parents value this care.

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Inclusion Expected standard

Leaders make inclusion a priority. Pupils with a range of needs belong here. Staff find out what each pupil needs early, so the right help starts quickly. Staff know disadvantaged pupils and those with special educational needs and/or disabilities (SEND) well. They remove any barriers these pupils may have. Pupils who are known or previously known to social care, and others who face difficulties, are well supported. A growing number of pupils speak English as an additional language. They settle quickly and take a full part in school life. Leaders use pupil premium funding to support disadvantaged pupils effectively. They have a clear understanding of the difference it makes.

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Inclusion Expected standard

In lessons, teachers spot what pupils find hard and adjust learning activities so they learn alongside their friends. When pupils fall behind, trained staff support them to catch up quickly. Staff use a range of strategies to help pupils. For example, pupils who need help with speech and language have sessions with a speech therapist and adapted support in class.

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Inclusion Expected standard

In the specially resourced provision for pupils with SEND, pupils with autism work towards individual targets. They make clear progress from their starting points. The newer setting for mainstream pupils with more complex needs is at an earlier stage.

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Leadership and governance Expected standard

Leaders understand the school's context and priorities well. They evaluate its work accurately and have acted on this in pupils' best interests. Leaders respond effectively as the school changes, with fewer pupils on roll and more pupils who have special educational needs and/or disabilities. Because leaders keep a close eye on the school, they quickly notice and improve anything that is not working as well as it should.

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Leadership and governance Expected standard

The local governing board and the trust work closely together. They fulfil their statutory duties and bring a wide range of skills to their roles. They know the school's strengths and priorities, particularly in achievement in mathematics and the early years. They challenge and support leaders well. The trust provides specialists in English, mathematics and the early years, who work alongside and support school staff.

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Leadership and governance Expected standard

Leaders make staff's workload and wellbeing a priority and actively seek ways to support staff. The support from leaders and the trust has mattered to staff through a period of change. Leaders are open with staff and parents and carers and have tried hard to keep the impact on pupils to a minimum. Leaders organise relevant professional development, informed by research. All staff, including those early in their careers, feel well supported, and new teachers stay within the trust.

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Leadership and governance Expected standard

Parents are positive about the school's inclusive culture and pastoral care. They particularly value the many clubs and experiences that the school offers.

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Personal development and wellbeing Expected standard

Leaders have designed a personal development programme that supports pupils to grow into responsible young people. Through lessons, assemblies and wider experiences, pupils come to know right from wrong and how to respect others. Pupils consider different views and treat everyone fairly. They value the diversity in their school and find out about different faiths and ways of life. Pupils understand fundamental British values and can talk about what these mean to them.

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Personal development and wellbeing Expected standard

Leaders have planned a suitable relationships and sex education and health education curriculum. Pupils learn how to stay safe, including when online, and how to handle pressure from others. Leaders shape the curriculum around the risks that pupils may encounter in the local area. This helps pupils make safe choices in school and beyond. Pupils also understand how to stay healthy in body and mind. For example, younger pupils talk confidently about healthy eating and making good choices.

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Personal development and wellbeing Expected standard

Pupils take on responsibilities in school. Older pupils hold positions of responsibility, including being trust councillors. Younger pupils act as eco warriors and school councillors. These roles give pupils a voice. For example, members of the school council asked for safeguarding scenarios to learn from and share across the school. This idea was taken up by other schools in the local area. A wide range of after-school clubs help pupils find new talents and interests. Pupils also enjoy residential visits, which build their independence and teamwork. They speak with enthusiasm about these opportunities. Leaders make sure the wider offer reaches everyone. They reserve places and contact families. They also give notice of trips to help with the cost. As a result, disadvantaged pupils and pupils with special educational needs and/or disabilities join in alongside their classmates. Pastoral care is a strength. Staff are quick to

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Personal development and wellbeing Expected standard

spot pupils who need help. These pupils feel listened to and well cared for.

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

Pupils at Puss Bank School and Nursery are happy and feel safe. They come to school keen to learn and they attend well. Across the school, relationships between staff and pupils are warm and caring. Some of the most vulnerable pupils benefit from softer starts to the school day, which help them move calmly into learning activities. This care means that pupils are well looked after and confident that staff will help them with any worries.

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

The school's four promises to 'be ambitious, be kind, be safe and be responsible' run through daily life and shape how pupils behave and treat others. Pupils enjoy opportunities to socialise and play well together at breaktimes. Bullying is rare and pupils trust staff to deal with any incidents that occur quickly.

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

Pupils enjoy their lessons, make secure progress and typically achieve as well as pupils nationally, especially in reading. In a small number of other subjects, their knowledge is less secure. Pupils with special educational needs and/or disabilities and disadvantaged pupils receive the help they need to learn and to take part in lessons. They benefit from a school community that is highly inclusive.

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

Children across the early years get off to a positive start. Staff come to know them well before they join and spot any difficulties early. Reading is prioritised from the start. In Reception, staff teach phonics clearly and children build their language and communication with growing confidence. As a result, they gain the early reading knowledge and confidence they need for the move into Year 1.

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

Pupils gain a rich understanding of the world around them. They participate in clubs, educational visits and residential trips. Pupils support local charities and hold roles such as eco warriors and trust councillors. Weekly assemblies celebrate pupils' successes and promote fundamental British values. This equips pupils well for life beyond school.

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Next steps

Leaders should continue to strengthen staff's subject knowledge in a very small number of subjects and make sure that teachers pick up any misconceptions that pupils may have so that pupils build secure knowledge across the curriculum. Leaders should continue to embed the improvements in mathematics so that pupils, especially disadvantaged pupils, achieve well in national tests.

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Lead inspector:

Dianne Holcroft, His Majesty's Inspector

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Team inspectors:

Joan Grant, Ofsted Inspector Liz Davidson, Ofsted Inspector Andrew Marlow, Ofsted Inspector Leaders should continue to ensure that learning activities in the early years are meaningful and purposeful so that all children learn as well as they can.

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About this inspection

This school is part of The Aspire Educational Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Kevin Simpson, and overseen by a board of trustees, chaired by Jane Tomlinson.

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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 head of school, the executive headteacher, the special educational needs coordinator, the designated safeguarding lead and other trust leaders during the inspection.

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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 is led by an executive headteacher, who works across two schools in the trust, supported by a head of school. The executive headteacher is Kathy Nichol and the head of school is Rachel Hammond.

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About this inspection

The school has a specially resourced provision for pupils with special educational needs and/or disabilities (specially resourced provision) for up to 14 pupils. This provision is for pupils with autism. All pupils who attend the specially resourced provision have an education, health and care plan.

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About this inspection

The school provides for two-year-old children.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change in staffing and leadership since the last inspection.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

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

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average

2024/25 (final) 69% 62% 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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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 76% 72% Close to average

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average

2023/24 (final) 75% 72% Close to average

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average

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

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) 38% 47% 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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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

2023/24 (final) 50% 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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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 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) 11.7% 13.0% Close to average

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national average

2023/24 (3 term) 15.3% 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

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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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