Schools & FE · Report card

St Paul's CofE Primary School

Inspected 9 Jun 2026 · URN 105928

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Summary

No overall grade in this frameworkSafeguarding met

Chris Fielding (lead), Chris Wilkins, Dawn Cranshaw

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Needs attention
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
9 Jun 2026
Inspectors verified
Chris Fielding, Chris Wilkins, Dawn Cranshaw
Postcode verified
M7 3PT
Name on report verified
St Paul's CofE Primary School
Safeguarding verified
Met
URN verified
105928

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourNeeds attention
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+70Positivemore positive than 44% of reports of this type

In line with other reports of this type.

Praisepositiveconsistentlyenjoyeffectivelywell preparedimprovedhigh-qualitysafe

Criticismgapsconcernsconcernbelowabsence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1514w+69
Leadership251w+81
Safeguarding51w−11
What needs to improve48w+33

Strengths

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No standout praise found.

Concerns

Quoted from the report. Tap to see it on the page.

Leaders check attendance information closely and identify when absence is becoming a concern for individuals or groups of pupils. p.5

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance38
“Leaders check attendance information closely and identify when absence is becoming a concern for individuals or groups of pupils.” p.5
Teaching & assessment12
“For example, leaders’ actions have strengthened how teachers promote a love of reading.” p.2
Curriculum9
“Pupils write with fluency across the curriculum.” p.2
Behaviour9
“However, leaders do not excuse poor behaviour.” p.3
Communication & language9
“For example, staff effectively support pupils to develop their communication skills.” p.2
Maths7
“They have also improved how teachers adapt mathematics lessons to meet the needs of their pupils.” p.2
Personal development7
“Leaders have developed a coherent programme for pupils' personal development.” p.4
Attendance6
“Leaders check attendance information closely and identify when absence is becoming a concern for individuals or groups of pupils.” p.5

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,864; about usual (typical 1698)
Reading level: Hard; Flesch 50, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 35%

Full report text

St Paul's CofE Primary School

Address: Nevile Road, Salford, Greater Manchester, M7 3PT Unique reference number (URN): 105928

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

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

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Leaders understand that some pupils enter school with potential barriers to learning. Leaders prioritise support for these pupils. Staff work with parents and carers to help swiftly identify any additional needs. They seek advice from specialist services when needed. Leaders have high ambitions for these pupils. Staff consistently enhance opportunities for these pupils to ensure that they make progress and attain well.

p.2

Inclusion Strong standard

Leaders use additional funding, such as the pupil premium grant, effectively to support disadvantaged pupils. They ensure that staff receive ongoing, high-quality training to support these pupils. Teachers adapt their lessons to help pupils learn independently. Leaders make sure that pupils who need extra help receive the support they need. As a result, pupils close gaps in their understanding quickly and keep up with their learning.

p.2

Inclusion Strong standard

Leaders ensure that staff have the expertise required to support pupils with special educational needs and/or disabilities. For example, staff effectively support pupils to develop their communication skills. They skilfully adapt the learning environment so that pupils can join in with lessons alongside their peers. Some pupils have individual programmes that are designed just for them. This helps these pupils to make progress and to be well prepared for the next stage of their learning.

p.2

Achievement Expected standard

Pupils typically attain well in national tests at the end of Year 6. This includes disadvantaged pupils who often outperform their peers nationally. Pupils’ attainment in the Year 4 multiplication tables check is below the national average. However, this does not reflect the mathematical knowledge of current pupils. Pupils show secure recall and understanding of number.

p.2

Achievement Expected standard

Pupils’ published attainment in the Year 1 phonics screening check is also below the national average. However, the school has high mobility and many pupils join in Year 1. Pupils typically learn phonics skills quickly and use this knowledge to read with increasing confidence and accuracy. Pupils write with fluency across the curriculum. They use their key skills in number to solve more complex problems as they get older.

p.2

Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, are typically well prepared for the next stage in their education.

p.2

Curriculum and teaching Expected standard

Leaders understand the quality of the curriculum and teaching across the school. They use this knowledge to share effective practice and address areas for improvement. For example, leaders’ actions have strengthened how teachers promote a love of reading. They have also improved how teachers adapt mathematics lessons to meet the needs of their pupils.

p.2

Curriculum and teaching Expected standard

Leaders design the curriculum to provide pupils with the important building blocks they need for future learning. Staff teach phonics consistently well. Leaders ensure that the teaching of handwriting is embedded across the school. Staff check these skills closely. They make sure that pupils receive extra help when needed.

p.3

Curriculum and teaching Expected standard

Leaders provide a broad curriculum that develops pupils’ knowledge and understanding over time. They ensure that it reflects the pupils’ local area and use opportunities such as trips and visitors to bring classroom learning to life. Leaders ensure that there is a consistent approach to teaching. Staff present information clearly. They provide regular opportunities for pupils to revisit their learning. Support staff are used thoughtfully to ensure that pupils with special educational needs and/or disabilities develop the skills they need to learn with increasing independence.

p.3

Early years Expected standard

Leaders understand the quality of the curriculum and teaching in the early years. They have designed a broad curriculum that provides children with the experiences they need at this stage of their education. Leaders ensure that care practices are appropriate for the age of the children. Children are happy and safe.

p.3

Early years Expected standard

Staff make full use of both the indoor and outdoor environment. Staff balance adult-led teaching with time for children to explore and learn independently. Staff emphasise the teaching of vocabulary and communication skills. Leaders have begun work to develop this further to ensure that it is more consistent.

p.3

Early years Expected standard

The teaching of phonics and the formation of letters is well established and staff provide enough time for children to practise their new skills during the school day. This means that children typically read with increasing accuracy and develop a comfortable grip when holding their pencil. They develop mathematical knowledge and vocabulary. Staff follow each child’s progress closely and identify any gaps in understanding. Leaders make sure that action is taken to close those gaps quickly. Children are generally well prepared for the move to Year 1. This includes pupils with special educational needs and/or disabilities who make progress through the curriculum.

p.3

Leadership and governance Expected standard

Leaders understand the school’s strengths and accurately prioritise actions for improvement. This includes work to improve attendance and to develop the teaching of communication and language skills for younger pupils.

p.3

Leadership and governance Expected standard

Leaders have established a culture of kindness and respect across the school. They have high aspirations for pupils regardless of their background. Leaders know each pupil well. They understand that some pupils face multiple challenges. However, leaders do not excuse poor behaviour. They expect each pupil to follow school rules and take pride in their work. In return, staff make sure that pupils receive regular recognition for both their effort and their positive behaviour. Those responsible for governance use their expertise to fulfil their statutory duties. They offer appropriate levels of challenge and support. They ensure that additional funding such as the pupil premium grant is used effectively to support the education and welfare of disadvantaged pupils.

p.3

Leadership and governance Expected standard

Leaders are considerate when making changes. They are supportive of the wellbeing and workload of staff. Leaders provide protected time in the school week for staff to work together on a programme of professional learning. They share best practice and discuss how this can be applied to their work. Staff work with colleagues from other schools to share their learning. Leaders ensure that staff have access to expert advice when developing the way they work.

p.4

Leadership and governance Expected standard

Leaders develop long-standing, positive relationships with parents and carers. These are built on honesty and trust and the understanding that leaders consistently act in the best interests of pupils.

p.4