Endeavour Primary Academy

Endeavour Primary Academy

Address: Walker Lane, Hyde, Cheshire, SK14 5PL Unique reference number (URN): 143495

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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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Early years Strong standard

Leaders ensure that provision for the youngest children is of a consistently high quality, preparing children extremely well for their move to Year 1. Warm relationships and well- established routines encourage children to feel safe, emotionally secure and happy. Staff get to know children and their families well before they start at the school. They take great care to forge positive relationships with parents and carers. This helps teachers to identify when children may have additional needs or challenges to overcome. Staff use this information to ensure that the right help and support are provided.

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Early years Strong standard

The early years curriculum is designed with the school’s context in mind. It plots the journey from the Nursery Year through to the end of the Reception Year. Leaders are mindful of the high number of children who join the school who speak English as an additional language. Staff engage children in ‘back and forth’ conversations throughout the day to develop their speaking and listening skills. They extend children’s vocabulary and understanding remarkably well. Staff use their expertise to immerse children in the skills that they need to become fluent readers and mathematicians. Thorough handover from the early years as children move to Year 1 ensures that any child who continues to require support in their learning receives the help that they need.

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Personal development and wellbeing Strong standard

Leaders demonstrate an unwavering determination that pupils will develop the skills that they need to be well-rounded individuals and successful in life. They have carefully crafted a personal development programme that is aspirational for all pupils. There is a deliberate focus on empowering pupils to thrive socially and emotionally. The school's’ CORE’ values permeate all aspects of its work. Pupils know these values well and can explain articulately how they are relevant to their lives now and in the future.

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Personal development and wellbeing Strong standard

The 'Endeavour Me’ curriculum prepares pupils extremely well for life beyond school. This approach is sharply focused on the school’s context. Pupils learn about the importance of being safe online and when near water and railways. They understand the changes that will happen to them as they grow up and what makes a healthy relationship. Leaders use their expert knowledge of pupils' needs to provide opportunities to further enrich the offer. They take account of pupils' views and meticulously check that those who will benefit most from this offer can do so. This includes support for families so that pupils, including those who are disadvantaged, can flourish.

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Personal development and wellbeing Strong standard

Leaders are highly successful in supporting pupils' emotional wellbeing. They ensure that pupils, including those with special educational needs and/or disabilities, are empowered to have a voice. Pupils know that their ideas and thoughts are heard and acted on. Leadership skills, developed through pupils’ roles in school, equip them for future study and careers. For example, pupils confidently share ideas and display skills of respectful disagreement learned from their experience of debates. Pupils also learn about diversity among people and families. They speak knowledgeably about the importance of fundamental British values. Pupils have a particularly mature understanding of strategies to help them to feel

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Expected standard

calm and how to use these. These important topics are revisited and built upon very effectively as pupils move through the school.

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Achievement Expected standard

Changes to the curriculum have ensured that, from the start, children secure the phonics and number skills that they need with increasing fluency and confidence. Some older pupils have gaps in this important knowledge. This is because they have not benefited from the improved curriculum over time. That said, by the end of Year 6, most pupils, including those who are disadvantaged, achieve well overall. They are typically ready to move on to their next steps.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, progress steadily through the curriculum from their various starting points. Overall, pupils remember what they have learned across a range of subjects. For example, pupils confidently articulate and connect their learning in science and art and design. In some subjects, however, pupils’ prior learning is not as secure. This hinders some pupils from learning all that they can in these subjects.

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Attendance and behaviour Expected standard

Leaders are diligent in their work to ensure that pupils’ attendance is prioritised. Pupils want to attend school because they enjoy it and they have lots of opportunities to succeed. They are particularly keen to take part in the ‘cupcake challenge’ in recognition of regular attendance. Leaders know pupils and their families well, understanding the barriers to attendance that some pupils face. Leaders keep a particularly close check on these pupils, supporting and challenging parents and carers in equal measure to help pupils to attend school. As a result, most pupils attend school regularly.

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Attendance and behaviour Expected standard

From the moment children enter the early years, staff model positive relationships, respect and kindness. Leaders establish clear routines and remind pupils of the school's expectations for everyone to be happy, safe and able to learn. Staff consistently model and promote the school’s values. Their care for pupils’ wellbeing gives pupils a sense of security and belonging. Staff provide tailored support for pupils who sometimes struggle to manage their emotions and behaviour. Pupils typically play and cooperate well together. They usually approach their learning eagerly. Bullying and serious misbehaviour are rare. When this does happen, leaders act promptly and proportionately to keep pupils safe.

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Curriculum and teaching Expected standard

Leaders have further improved the curriculum offer for pupils. The curriculum makes clear what pupils should learn in each subject. Leaders have prioritised professional learning for staff to support pupils to secure the most important knowledge and skills that they require for future learning. Language and communication are key priorities from the early years through to Year 6. Leaders ensure that pupils develop effective speaking skills and a wide vocabulary so that they can explain their ideas clearly.

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Curriculum and teaching Expected standard

Typically, the curriculum is taught well. Adaptations for pupils who face barriers to their learning support them to learn alongside their peers. Where necessary, this is tailored to meet the individual learning needs of pupils. From the start, staff provide pupils with plenty of practice in phonics, number and handwriting. This helps pupils to use these skills confidently. Staff revisit previous learning and present new information clearly. Leaders are cognisant that older pupils, who have not benefited from curriculum improvements over time, have some gaps in some key learning. Support to increase these pupils’ confidence in applying important mathematics and English skills in their learning more consistently is bearing fruit. Beyond English and mathematics, leaders are working to further refine teaching approaches in some subjects to support pupils to further deepen their learning.

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Inclusion Expected standard

The school serves a diverse community. Leaders take great care in identifying barriers that may prevent some pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities (SEND), from succeeding. Staff are deeply interested in each child’s unique needs and life experiences. They know pupils and their families well. The early identification of pupils' learning and wellbeing needs means that leaders act quickly to put appropriate support in place. Many children who join the school in the early years and other year groups speak English as an additional language. Leaders ensure that staff support these pupils to develop their communication and language skills quickly.

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Inclusion Expected standard

Typically, pupils with SEND benefit from adjustments to the curriculum and teaching to help them to learn well. Where necessary, they benefit from bespoke curriculums and teaching that enables them to become more confident learners. This includes within the specially resourced provision for pupils with special educational needs and/or disabilities. Productive partnerships with the trust, external agencies and parents and carers inform leaders’ work to effectively review the approaches used. Additional funding is allocated thoughtfully so that disadvantaged pupils can access learning and any wider opportunities successfully.

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Leadership and governance Expected standard

Leaders have high expectations and ambition for pupils. They know their school and community very well. Leaders regularly review the effectiveness of the education that pupils, including those who are disadvantaged, receive. They have an accurate understanding of the school’s strengths and areas for further improvement. This ensures that pupils, particularly those who face barriers in their learning or wellbeing, benefit from an offer that meets their individual needs. This work is typically successful and has several notable strengths. For example, the school’s focus on ensuring that pupils’ development beyond the academic is of a consistently high standard. Trustees and governors provide effective support and challenge to school leaders. They oversee all areas of provision and fulfil their roles effectively. This includes meeting their statutory duties, for example overseeing the school's safeguarding systems and processes. Every decision that leaders make is made

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Leadership and governance Expected standard

with pupils’ best interests at heart. Appropriate improvement priorities are in place to further develop the offer provided for pupils. Leaders recognise that there is further work to do to increase some pupils’ fluency and confidence in applying some of their English and mathematical knowledge and supporting pupils to connect their learning more securely in some other subjects. They are reflective and focused on pupils achieving as highly as they can. Working closely with the trust, leaders provide professional learning for staff focused on what will make the school even better. Staff are proud of their roles and feel valued. They are positive about how their workload and wellbeing are supported by leaders. Parents and carers are equally positive about the work of the school.

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

Pupils are happy and feel safe at this friendly and caring school. They are confident that staff will swiftly and effectively deal with any unkindness. Leaders deal with any rare issues of bullying effectively. Pupils are proud to say that everyone is made welcome and included. This begins from the early years, where children are expertly supported to get off to a flying start in their education. Pupils want to attend school regularly and most do.

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

Pupils enjoy their lessons. They understand and strive to follow the ‘Endeavour way’. This is demonstrated in most pupils’ respectful and responsible attitudes to their learning and conduct across the school day. Pupils spoke with pride of the success cards that they earn for their positive behaviour and attitudes to learning. They particularly enjoy their social times together, making use of equipment from the ‘imagination zone’.

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

Pupils typically progress well through the curriculum, whatever their starting points. Those who join the school in different year groups and at different times of the year, including pupils who speak English as an additional language, are provided with support to settle well. Pupils with special educational needs and/or disabilities, including those who attend ‘The Hive’ provision, receive the support that they need. Most pupils achieve in line with national expectations by the end of their time here.

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

Pupils are very well prepared for life beyond Endeavour. They develop a deep understanding of the ‘CORE’ values of the school. Pupil leaders, such as the ‘curriculum crew’ and ‘happiness heroes’, show commitment to their special roles. They relish opportunities to make their school even better. Pupils also explore new interests through a range of clubs, such as art, cricket, singing and band. They gain much from educational trips, for example to museums, parks and churches. Older pupils are particularly excited about their residential visit to Whitby.

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Next steps

Leaders should continue their work to address gaps in some older pupils’ foundational knowledge to ensure that they are well supported to apply their learning more consistently and achieve all that they can, including at a high standard, by the end of key stage 2.

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Team inspectors:

Graham Hamilton, Ofsted Inspector Ros Munro, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place. Leaders should continue to further refine their work to ensure that teaching supports pupils to connect and build their learning more securely in some areas of the wider curriculum, as they do in other subjects.

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About this inspection

The school is part of the Enquire Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Darren Holmes, and overseen by a board of trustees, chaired by Delyse Turrell.

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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 updated 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 principal, vice principal, other school and trust leaders and staff during the inspection. The lead inspector met with the CEO, chair of trustees, and members of the local governing body. She also 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 provides a breakfast provision for pupils.

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About this inspection

In September 2025, the school opened a local authority commissioned specially resourced provision. This provision provides an education for pupils with speech, language and communication needs and autism. Currently, 12 Year 1 pupils attend this provision.

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About this inspection

The school does not currently make use of alternative provision.

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About this inspection

Principal: Carol Rhodes The inspector(s) used this data during the full inspection on 23 June 2026

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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 6 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 needs support 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) 64% 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) 77% 75% Close to average

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average

2022/23 (final) 71% 73% 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) 72% 72% Close to average

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average

2023/24 (final) 74% 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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average

2024/25 (final) 77% 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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Disadvantaged pupils reaching the expected standard in reading

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

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average

2022/23 (final) 61% 60% 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) 68% 59% 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) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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national average

2022/23 (3 term) 6.4% 5.9% 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) 15.4% 13.0% Close to average

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national average

2023/24 (3 term) 16.0% 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. 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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