Schools & FE · Report card

Carmountside Primary Academy

Inspected 30 Jun 2026 · published 8 Sept 2026 · URN 139846

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Summary

No overall grade in this frameworkSafeguarding met

Karen Hambleton (lead), Antony Bradshaw, Melanie Callaghan-Lewis

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Antony Bradshaw, Karen Hambleton, Melanie Callaghan-Lewis
Postcode verified
ST2 8DJ
Name on report verified
Carmountside Primary Academy
Safeguarding verified
Met
URN verified
139846

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsNeeds attention
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

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

+78Very positivemore positive than 60% of reports of this type

In line with other reports of this type.

Praiseeffectiveexceptionallypositiveeffectivelyambitiousstrongstrengthpositively

Criticismnot yetnot consistentlyconcernsinconsistencybelowpersistently absentpersistent absencenot confident

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

Findings1612w+76
Leadership251w+84
Safeguarding51w−11
What needs to improve83w+74

Strengths

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Concerns

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

However, provision is not yet consistently effective. 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.

Anatomy of the report

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

Pages: 16
Words of findings: 1,997; about usual (typical 1698)
Reading level: Very hard; Flesch 28, typical 43
Average sentence: 14 words
Next steps: 5; typical 3
Hedged sentences: 3%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 32%

Full report text

Carmountside Primary Academy

Address: Woodhead Road, Abbey Hulton, Stoke-on-Trent, Staffordshire, ST2 8DJ Unique reference number (URN): 139846

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

Personal development and wellbeing Strong standard

Personal development and wellbeing are a significant strength of the school. Leaders have created a highly ambitious and well-considered programme that reflects a deep understanding of pupils’ lives, experiences and needs. Personal development is woven through the curriculum, pastoral provision, enrichment offer and wider culture of the school.

p.2

Personal development and wellbeing Strong standard

Pupils develop secure knowledge about relationships, mental and physical health, equality, diversity, citizenship and staying safe. Leaders ensure that learning is reinforced through meaningful real-life experiences and opportunities for discussion. Pupils demonstrate the impact of this work. They show maturity when discussing racism, discrimination, online safety, inclusion and respect for others. Older pupils are reflective, articulate and thoughtful. They know where to seek help and demonstrate a strong awareness of the importance of treating others fairly and respectfully.

p.2

Personal development and wellbeing Strong standard

Leadership opportunities are extensive and meaningful. Pupils contribute through school council, the ‘RUGS’ team (really useful generation of students), ambassador roles, and environmental initiatives. Pupils know that their views matter and are proud of the work they do. The librarians are proactive in promoting reading for pleasure.

p.2

Personal development and wellbeing Strong standard

The enrichment offer is extensive and carefully tailored so to support all pupils, including those who are disadvantaged. Leaders systematically track participation and ensure that vulnerable pupils access opportunities. Pupils speak enthusiastically about clubs, performances, educational visits, ambassadorial responsibilities and community projects. These experiences broaden horizons, develop talents and strengthen pupils’ aspirations for the future.

p.2

Personal development and wellbeing Strong standard

Pastoral support is highly effective. Pupils benefit from personalised interventions and strong relationships with staff. Leaders demonstrate an exceptionally detailed understanding of pupils’ circumstances and respond proactively to emerging needs.

p.2

Personal development and wellbeing Strong standard

Transition arrangements and preparation for future life are equally strong. Pupils are exposed to a wide range of experiences which broaden aspirations and help prepare them for the next stage of education. Older pupils speak confidently about their ambitions and demonstrate increasing readiness for secondary school.

p.2

Attendance and behaviour Expected standard

There is a clear culture in the school that attendance is everyone’s responsibility. Although current attendance remains below national figures, leaders have secured measurable improvements, including a reduction in the number of pupils that are persistently absent. This is because leaders have prioritised attendance and established increasingly effective systems. Leaders carefully monitor attendance patterns. They demonstrate a clear understanding of the circumstances surrounding individual pupils which may impact on their attendance at school. Leaders use a range of strategies, including targeted family support, attendance meetings, home visits, breakfast provision, pastoral support and effective partnership with external agencies.

p.2

Attendance and behaviour Expected standard

Behaviour is typically positive. During lessons and around school, most pupils demonstrate respectful attitudes towards adults and one another. In lessons, pupils are generally focused and want to do well. Relationships between adults and pupils are a notable strength, which helps pupils to make positive behaviour choices and engage with school life. Leaders use a range of approaches, including daily meet-and-greet routines and personalised interventions, to support individual pupils with their behaviour choices. Staff take the time to understand the potential reasons behind pupils' behaviour. Bullying is not tolerated. Pupils recognise that bullying rarely happens and are confident that staff will deal with behaviours effectively.

p.3

Curriculum and teaching Expected standard

Leaders have established an ambitious curriculum that is increasingly well sequenced, designed to strengthen pupils’ knowledge and skills over time. There is a clear emphasis on reading, writing, communication, vocabulary and mathematics as the building blocks for future learning.

p.3

Curriculum and teaching Expected standard

Leaders check the quality of teaching and its impact on pupils’ learning. They use this information to inform decisions about how to strengthen the curriculum further. Leaders provide effective support to help teachers develop the quality of their practice. This means that teachers generally deliver the curriculum well. Science is particularly well developed and reflects effective subject leadership.

p.3

Curriculum and teaching Expected standard

Teaching strategies are carefully considered in order to help pupils know more and remember more. Teachers typically use questioning well to check pupils' understanding. Carefully planned professional development opportunities for staff has improved consistency in classroom practice. Leaders ensure that staff have secure subject knowledge so that they can teach confidently.

p.3

Curriculum and teaching Expected standard

Pupils are routinely given opportunities to revisit, practise and apply learning. Subject- specific vocabulary is taught explicitly. This helps pupils develop their understanding and increase confidence. Staff adapt their teaching to meet the needs of pupils, including those with special educational needs and/or disabilities. Leaders are aware of some inconsistency in this area and are working to address this.

p.3

Inclusion Expected standard

The school’s inclusive ethos is evident throughout daily life and is a strength of the school. Leaders have created a culture where pupils are supported to participate fully, regardless of their individual needs or circumstances. Pupils are taught to respect differences, value one another and contribute positively to the community.

p.3

Inclusion Expected standard

Leaders demonstrate a detailed understanding of vulnerability, including those pupils who are disadvantaged, those with special educational needs and/or disabilities (SEND) and those who are known or previously known to social care. They use this knowledge to identify needs early and reduce barriers to learning. Leaders work effectively with external agencies and families to ensure support is carefully matched to pupils’ needs and circumstances.

p.3

Inclusion Expected standard

Pupils with SEND access the same ambitious curriculum and wider opportunities as their peers. Leaders ensure that staff are suitably trained, and regular opportunities are given to share good practice and reflect on what is working well. Adaptations are generally implemented effectively.

p.4

Inclusion Expected standard

Pupils from all backgrounds participate meaningfully in school life and benefit from a genuine sense of belonging. Leaders monitor participation and take action to ensure vulnerable pupils access enrichment and leadership opportunities.

p.4

Inclusion Expected standard

Leaders use the pupil premium funding to support disadvantaged pupils well. Collaboration with the virtual school is effective.

p.4

Leadership and governance Expected standard

Leaders have an accurate and realistic understanding of the school’s effectiveness, strengths and areas to improve. They select the right priorities, carefully planning next steps. Leaders demonstrate exceptionally detailed knowledge of pupils and families, which enables them to make informed decisions in the best interest of the child. There is a focused approach to reducing barriers to learning while maintaining ambition for all pupils.

p.4

Leadership and governance Expected standard

Professional development is a strength. Training opportunities carefully match the school priorities and individual staff needs. Staff benefit from extensive support, including training to support those pupils with special educational needs and/or disabilities, for example dyslexia awareness and autism training.

p.4

Leadership and governance Expected standard

Leaders routinely monitor the impact of their work. School leaders engage positively with challenge from the local governing board and the trust. Senior leaders contribute to wider improvement work. Opportunities have been created for staff to collaborate across schools and develop leadership expertise.

p.4

Leadership and governance Expected standard

Leaders' work is beginning to have a positive impact. Attendance is improving, persistent absence is reducing, personal development provision is particularly effective, and curriculum implementation is becoming more consistent. Staff appreciate the way leaders consider their workload and prioritise their wellbeing. Overwhelming, staff say they feel valued and proud to work at the school.

p.4

Leadership and governance Expected standard

Governors and trust leaders are passionate about the pupils having the best possible start in life. This includes their social and emotional development through thoughtful enrichment opportunities. Leaders provide rigorous challenge. Careful monitoring and partnership work with the school leaders strengthens leaders’ capacity to evaluate effectiveness and refine improvement planning.

p.4

Achievement Needs attention

Achievement is improving but remains less secure than other aspects of the school’s work. Published results at the end of key stage 2 are below the national average. This means that pupils leave less prepared for secondary school than they should be. Leaders recognise that improvements in curriculum implementation have not yet translated consistently into outcomes. This is particularly evident for some disadvantaged pupils and pupils with special educational needs and/or disabilities.

p.5

Achievement Needs attention

There have been notable improvements in phonics outcomes over time. Generally, pupils reach the appropriate standard by the end of Year 1. Pupils retain and apply phonics knowledge effectively. There has also been an improvement in the teaching of multiplication. Outcomes by the end of Year 4 are at least in line with national averages.

p.5

Achievement Needs attention

Leaders have established stronger curriculum structures and teaching approaches which are helping pupils acquire knowledge and skills more effectively than previously. Leaders recognise there is further work to do with spelling accuracy, presentation and writing fluency.

p.5

Early years Needs attention

The early years curriculum appropriately prioritises personal, social and emotional development and foundational skills. However, provision is not yet consistently effective. Some children find it difficult to sustain attention and remain engaged in learning activities. Leaders recognise that curriculum implementation is relatively new and requires further embedding.

p.5

Early years Needs attention

The early years is nurturing and inclusive. Staff build warm, nurturing relationships with children, ensuring that they feel safe and settled. Children develop confidence, communication skills and independence. Relationships are positive and supportive, and children engage readily with adults. The environment promotes exploration, physical development and social interaction. In preschool, children show high levels of engagement and enthusiasm. For example, exploring the ‘beach’ and learning how to be safe with tools.

p.5

Early years Needs attention

Leaders place considerable emphasis on communication and language. Children are encouraged to engage in conversation, develop vocabulary and communicate with each other. Sharing of stories encourages a love of books. Phonics is generally taught well. Teachers model sounds accurately and support children to work out what simple words say. Generally, children make progress from their starting points, particularly in these areas.

p.5

Early years Needs attention

Children with special educational needs and/or disabilities and emerging additional needs are identified appropriately and supported through partnership working with families and external professionals. Welfare systems and processes are effective.

p.5