Audenshaw Primary School

Audenshaw Primary School

Address: Ash Street, Audenshaw, Manchester, M34 5NG Unique reference number (URN): 106203

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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

In the early years, children quickly gain the knowledge and skills they need to be successful learners. They master pencil grip and the formation of letters and numbers. Children swiftly develop fluency and accuracy in word reading and spelling. This helps them to become proficient readers. Outcomes in the Year 1 phonics screening test are consistently above national averages. Consequently, children are well prepared for the challenge and content of the curriculums in key stage 1 and 2.

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Achievement Expected standard

Pupils’ knowledge of the curriculum beyond English and mathematics is secure for current and recent learning. They recall what they have learned confidently and use subject-specific vocabulary accurately. By the end of Year 6, most pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, attain well in national tests in mathematics and reading. Published writing results do not reflect the current encouraging picture in school. However, leaders’ work to address this is making a positive difference to pupils’ outcomes.

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Attendance and behaviour Expected standard

Pupils enjoy school and have extremely positive attitudes to learning. Leaders and staff consistently promote the importance of good attendance as the foundation for successful learning. Leaders routinely analyse data and follow up absence. They quickly establish why pupils are not in school. Leaders do all that they can to support families. When necessary, they enlist the help of outside agencies to address barriers to regular attendance. As a result, pupils’ attendance is above the national averages for all groups with very few pupils persistently absent.

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Attendance and behaviour Expected standard

There is an agreed approach to managing pupils’ behaviour. Staff manage behaviour in a fair and consistent way. Pupils know what is expected and share the mantra that it is ‘good to be green’. Pupils are polite and respectful. They listen attentively and engage wholeheartedly with their learning. Classrooms are calm and purposeful. Disruptions to learning are rare. Routines are well established and relationships between adults and children are secure and respectful. Leaders track behaviour patterns carefully. They respond and address any identified concerns. They do not tolerate unkind or discriminatory behaviour. Pupils understand what bullying is and say it is rare. However, if bullying concerns arise, leaders act quickly and decisively.

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Curriculum and teaching Expected standard

The curriculum sets out clearly what pupils need to learn and when. There is a deliberate focus on securing the basic skills in reading, writing and mathematics. Learning builds well and ensures that pupils revisit knowledge to deepen their understanding. Typically, teachers have good subject knowledge that enables them to explain new learning clearly. As a result, teaching is effective in most lessons and subjects. Even so, occasionally, teachers do not choose the most appropriate ways to teach the intended curriculum. This limits the depth of some pupils' learning. Teachers make regular checks on pupils’ understanding. They make sure that pupils build on what they already know. Where gaps exist, staff adjust teaching and carefully adapt work. If pupils face barriers to learning, staff put effective support in place to overcome these.

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Curriculum and teaching Expected standard

In the early years, and beyond, high-quality phonics lessons support pupils, including those with special educational needs and/or disabilities, to quickly read independently. Staff ensure that pupils read books matched to the sounds they know. This helps pupils to build fluency and confidence. Leaders have identified writing as a priority area. Leaders have made changes to the curriculum so that pupils’ writing knowledge is secured and deepened over time. This work is at the early stages across the school. Despite this, typically, teaching ensures that pupils are well prepared for the next stage of their education.

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Early years Expected standard

Leaders have redesigned the early years curriculum. It is ambitious and clearly sets out what children should know and remember. This helps staff to identify where children are making good progress. Should they fall behind, or face barriers, children receive the support they need to catch up.

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Early years Expected standard

Staff receive the training that they need to understand how young children learn. Staff focus on securing the basic skills of handwriting and number. Phonics is taught with precision. Children, including those with special educational needs and/or disabilities, build secure phonics knowledge to make a positive start to early reading. Staff routinely engage in purposeful conversations with children. As a result, children are keen to share their learning and practise new vocabulary. For example, children investigating flowers could confidently use words like ‘stem, petal’ and ‘buds’. Leaders ensure that high-quality texts are central to learning. This ensures that children’s love of reading begins in the early years.

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Early years Expected standard

Children are well cared for by nurturing staff, who know them well. Children learn routines and quickly develop independence. Parents and carers appreciate the communication that they receive from school. By the end of the Reception Year, children are typically ready for Year 1.

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Inclusion Expected standard

Leaders have created a culture where pupils are welcomed, valued and supported to succeed. They have high expectations for all pupils, including those who are disadvantaged or have special educational needs and/or disabilities (SEND). Leaders have established effective systems to identify pupils’ needs and vulnerabilities. They ensure that support is carefully matched to individual circumstances and implemented swiftly.

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Inclusion Expected standard

Leaders select the right support at the right time. This includes access to specialist provision, such as play therapists, mental health support or through additional staffing. Regular training helps staff to apply strategies consistently. Leaders monitor the impact of support closely and adapt approaches, when they are not having the intended impact. As a result, pupils with SEND, and those who are disadvantaged, get the support that they need to thrive and achieve well. This is reflected in pupils’ good attendance and positive outcomes. Leaders make effective use of additional funding. They know families well and tailor support to meet individual needs. In addition to ensuring that pupils with SEND are secure in the basic skills of reading, writing and mathematics, leaders prioritise access to enrichment opportunities, trips and wider experiences. Leaders evaluate the impact of their spending carefully and work closely with external agencies to strengthen provision. As a result,

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Inclusion Expected standard

disadvantaged pupils and those with SEND participate fully in school life and achieve well.

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Leadership and governance Expected standard

Leaders are proud to work at this school. They know their school in an impressive level of detail. They demonstrate a clear commitment to the school community and have established a positive, supportive culture for staff and pupils. Leaders want the very best for all pupils. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils.

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Leadership and governance Expected standard

Leaders have well-developed systems to help them understand the school’s strengths and areas for improvement. This informs leaders’ decisions about the next steps. For example, leaders’ focus on improving outcomes in writing has already had a notable impact. Leaders invest in relevant staff training. Consequently, staff have the skills and knowledge they need to carry out their roles effectively. Staff feel valued and proud to work at the school. They appreciate the systems in place to support their wellbeing and workload.

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Leadership and governance Expected standard

Governors share leaders’ ambitions for the school. They fulfil their legal responsibilities and provide appropriate support and challenge. Governors receive training that helps them to make well-informed contributions to strategic decisions. They check how resources are used and ensure that decisions benefit pupils, especially those who are the most vulnerable.

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Leadership and governance Expected standard

On the whole, effective relationships exist between home and school. Most parents and carers appreciate how well staff know their children and the support that the school provides to overcome any barriers to learning and/or wellbeing that may exist.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-thought-through programme of personal development. This is rooted in the school’s values. Pupils learn how to keep themselves safe and healthy. Staff deliver age-appropriate lessons that teach pupils how to be safe and recognise risks, including when accessing the internet. As a result, pupils have a deep understanding of online risks, they understand cyber bullying and know how to report concerns. Leaders consider the local context and pupils’ safety in the community. For example, pupils learn about water safety. They understand why the local reservoir is not a safe place to swim or play. Pupils understand the dangers associated with the tram line that runs close to the school.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils have access to a range of pastoral support. Pupils know where to go and who to speak to if they feel sad or worried. Pupils learn about healthy relationships. They understand important aspects of relationships and health education, such as puberty and consent. Pupils benefit from a wide range of extra-curricular clubs and opportunities. These build sporting, artistic and musical interests. Leaders ensure that these opportunities are accessible to all pupils, including those with special educational needs and/or disabilities. Educational visits and experiences are closely linked to the curriculum and pupils readily recall these connections. Pupils remember more of their learning because these opportunities make it real.

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Personal development and wellbeing Expected standard

Pupils learn about different faiths, cultures and perspectives. They show insight into diversity. They appreciate that everyone is different and unique and that discrimination is unacceptable. When discussing issues, pupils are thoughtful. They have a keen sense of right and wrong. Across school, pupils build a strong sense of citizenship. Leadership roles, such as being a member of the school council, give pupils a voice in decisions. This helps them practise fairness. Pupils are well prepared for their next steps in school and for life in modern Britain.

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

Pupils are proud to be part of the Audenshaw Primary School family. They feel valued and supported. This contributes to their positive attitudes towards school. Pupils attend well and are rarely late. Very few pupils are persistently absent. Where necessary, staff personalise routines to help individual pupils to have a positive start to the school day. Pupils, including those in the early years, are quick to grasp reading skills. Staff provide extra help and support to ensure that no pupils are left behind. Consequently, pupils become successful readers who meet, and often exceed, national expectations.

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

The school is a safe place. If bullying happens, leaders act quickly to put a stop to it. Unkind words and discriminatory language are simply not tolerated. Consequently, pupils know they can talk to staff about any worries or concerns they might have. Pupils’ behaviour is respectful and considerate. It helps to create a calm and supportive learning environment. Pupils are eager to learn. They describe lessons as interesting, enjoyable and challenging. Pupils are resilient. This helps them to develop the knowledge and skills they need for success. Pupils with special educational needs and/or disabilities are well supported to learn the same curriculum as their classmates.

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

Pupils’ voices are heard and encouraged. For example, the school council works with leaders to develop the school’s values. As a result, pupils know that good manners and behaviour, respect, empathy, resilience, helpfulness and ambition are expected. Pupils are recognised and rewarded when they demonstrate these qualities in everyday school life. This helps to build their sense of belonging. Pupils have opportunities to take part in a wide range of activities outside of the classroom. This helps them to build friendships and develop confidence. Pupils are well prepared for their futures in school and as citizens of the wider world.

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Team inspectors:

Lisa Hesmondhalgh, Ofsted Inspector Peter Berry, Ofsted 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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Next steps

Leaders should sustain their work to further refine the design of the writing curriculum and how it is taught, enabling pupils to deepen their knowledge and achieve consistently highly over time. Leaders should continue to support staff to refine teaching approaches and their use of resources, so that pupils build a deep body of subject knowledge across the curriculum.

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About this inspection

The chair of the board of governors in this school is Phil John Plano

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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

Inspection activities: Inspectors spoke with the headteacher, representatives of the governing body, including the chair of governors. A local authority representative, staff and pupils.

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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 uses no alternative provision.

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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. National average: 3.5%

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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

2024/25 (final) 63% 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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average

2024/25 (final) 80% 75% Close to average

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average

2023/24 (final) 79% 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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average

2024/25 (final) 70% 72% Close to average

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average

2023/24 (final) 69% 72% 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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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

‘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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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. 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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