St Chad's Roman Catholic Primary School, a Voluntary Academy

Voluntary Academy

Address: Balmfield Street, Cheetham, Manchester, Greater Manchester, M8 0SP Unique reference number (URN): 148326

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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

The early years offers a wonderful platform for children to take their first steps into education. From the moment they join the Nursery Year, children benefit from caring and compassionate relationships with staff. Expectations of what children can achieve are high. A number of children join the early years at a level that is below what is typical for their age. Others join at an early stage of learning English as an additional language. A curriculum has been designed that adapts and responds to the children’s needs. Precise, high-quality support enables children to make rapid progress in the Nursery and Reception Years. This is underpinned by the detailed knowledge staff have about early child development.

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Early years Strong standard

Knowledgeable staff skilfully design learning activities that immerse children in new learning. These activities are informed by the detailed understanding staff have around children’s next steps. There is a sharp focus to ensure that children learn how to read, write and become confident in using numbers. Precise development of children’s language and vocabulary is a constant feature across the different areas of learning. Carefully considered activities promote the development of children’s coordination and physical strength. All of this leads to children being well prepared for the move into Year 1.

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Inclusion Strong standard

Leaders have established highly effective approaches that identify any barriers to learning that pupils may have. These approaches are very well embedded in the early years, which ensures that leaders identify and support children from a young age to overcome these barriers. A number of children join the Nursery or Reception Year at an early stage of learning English as an additional language. The sharp focus on language development provides children with the pivotal command of English they need to be successful learners and to express themselves.

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Inclusion Strong standard

Disadvantaged pupils receive highly effective support. The quality of this support is underpinned by the precise use of the extra funding the school receives for disadvantaged pupils through the pupil premium grant. It has resulted in high levels of school attendance and disadvantaged pupils being very well prepared for secondary school in subjects such as reading, writing and mathematics.

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Inclusion Strong standard

Leaders and staff have a detailed understanding of pupils with special educational needs and/or disabilities (SEND). Staff benefit from training that allows them to skilfully support pupils with SEND. This includes enabling pupils to become increasingly independent both personally and academically. Where leaders use alternative provision, this is done in a collegiate way. It ensures that the work of the school and of the alternative provision complements one another.

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Personal development and wellbeing Strong standard

Key values thread through the personal development programme and the wider opportunities available to pupils. For example, pupils learn first hand the positive impact they

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Expected standard

can have on their surrounding community. Singing at a local residential home, carrying out litter picks and providing donations to a women’s refuge instil an understanding of generosity and kindness. Pupils learn how to act in a conscientious way. They share a clear sense of what is right and what is wrong.

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Expected standard

Pupils learn about the importance of physical health. This begins in the early years, where children learn about the importance of brushing their teeth and having a healthy diet. Pupils have a depth of knowledge around fundamental British values. They understand concepts such as democracy, the rule of law and why they matter. Informed links are made between these concepts and pupils’ wider learning. For instance, pupils explain why there are laws around speed limits when discussing how to cross the road safely.

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Expected standard

Pupils learn about a range of different cultures and religions. Leaders integrate and explore pupils’ different backgrounds as part of this learning. Pupils have a detailed understanding of the characteristics that are protected by law. A prevailing notion of respecting others consistently presents when speaking to pupils about such topics.

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Expected standard

Pupils learn how to manage risks. These range from knowing how to keep themselves safe around open water to looking after themselves when online. Pupils learn an age-appropriate relationships education. Leaders open up the city and beyond through the broad range of trips that pupils get to experience. These trips bring to life aspects of learning in the curriculum through visiting museums and places of historical significance.

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Expected standard

Carefully considered approaches ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities fully benefit from the wider development opportunities that leaders provide. Leaders put in place bespoke pastoral support. This provides tailored help and guidance for pupils during their times of need.

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Achievement Expected standard

By the end of Year 6, pupils achieve well in reading, writing and mathematics. Disadvantaged pupils achieve just as well as non-disadvantaged pupils nationally. In some cases, they outperform non-disadvantaged pupils. Leaders' actions ensure that in these subjects, disadvantaged pupils hit the ground running in secondary school. Pupils with special educational needs and/or disabilities progress and achieve very well from their individual starting points. This is both academically and in terms of their confidence, independence and resilience.

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Achievement Expected standard

In subjects other than reading, writing and mathematics, pupils typically achieve well. In many subjects, pupils build up a secure level of understanding and make informed connections between what they know. However, there remain a small number of subjects in which aspects of pupils’ knowledge is less secure. Overall, pupils are well prepared for their next stage of education.

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Attendance and behaviour Expected standard

Leaders have established effective approaches that monitor and analyse attendance at the school. When required, leaders take pre-emptive steps that typically reduce the number of pupils who are persistently absent from school. Where needed, they draw upon external partners to support improvements in attendance. Leaders identify trends that impact overall levels of attendance. For example, recently leaders have taken actions to reduce the number of pupils who are absent as a result of term-time holidays. Over a number of years, the positive actions taken by leaders have resulted in many disadvantaged pupils attending school with greater regularity compared to the same group nationally.

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Attendance and behaviour Expected standard

Leaders have created a calm, safe environment for pupils to learn and play in. Pupils have very positive attitudes towards their learning. They work diligently in classrooms where they are able to focus on the task in hand. Pupils know what is expected of them and hold it in high esteem. The school’s mission statement includes respecting one another. Pupils model this in their interactions with peers and staff. Caring staff provide effective support for those pupils who struggle to manage their emotions. Leaders have established a school where bullying is not tolerated. They work quickly to address any instances where expectations around behaviour fall below what is expected. This includes any online incidents that take place outside of school.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is ambitious for all pupils. Careful consideration has ensured that learning is sequenced carefully from the Nursery Year through to Year 6. Teachers employ highly effective approaches that ensure all pupils can access the curriculum. Where needed, deliberate, well-chosen resources and adjustments help pupils with special educational needs and/or disabilities learn the same curriculum alongside their peers.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have established approaches to teaching that ensure pupils read with fluency and understanding by the end of Year 2. Teachers have the knowledge they need to deliver the different subjects within the curriculum. This includes a focus on pupils building up the important knowledge they need in reading, writing and mathematics. Where pupils have gaps in this knowledge, they are identified and addressed in a timely manner. There remains a small number of other subjects where addressing gaps in pupils' understanding is more variable. Teachers typically design learning activities that help pupils acquire the important content set out in the curriculum. However, there remain times when some activity choices in specific subjects are limited in how well they help pupils to secure the key knowledge they need.

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Leadership and governance Expected standard

Leaders have effective approaches that provide them with a clear understanding of different aspects of the school's work. They know the strengths of the school and where there is further work to be done. Since the previous inspection, leaders have prioritised appropriate actions for improvement and followed up on these well. This has led to many pupils now leaving the school with the key knowledge they need in reading, writing and mathematics. The way in which different barriers to learning are reduced for pupils is a point of celebration. Leaders in school, leaders from the trust and those responsible for governance have ensured that decisions have been made in the best interests of these pupils. This has included staff accessing highly effective training to develop their expertise to support pupils with a range of different needs.

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Leadership and governance Expected standard

The local governing body carry out their duties effectively. They know the school and its community well. They use established systems to understand the progress that leaders are making against the important priorities. Governors provide leaders with suitable levels of challenge and support.

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Leadership and governance Expected standard

Teachers at the start of their career benefit from the guidance and training that is put in place for them by leaders. This helps them to further develop their expertise as a teacher. Staff appreciate the actions that leaders take to listen to their feedback. This has had a positive impact on ensuring that staff have a manageable workload and feel supported.

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Leadership and governance Expected standard

Parents and carers appreciate the way in which leaders and staff engage with them. These range from events in school such as workshops on how best to help their children learn phonics, through to signposting them to wider support in the community.

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

St. Chad's Roman Catholic Primary School's mission statement to welcome all within the community is lived out each and every day at this highly inclusive Christian school. The wide range of cultural backgrounds that pupils come from are shared, celebrated and embraced. Children in the early years get off to a flying start in their education. Children who join the early years at a level that is below what is typical for their age make rapid progress. Many catch up with their peers and leave the Reception Year very well prepared for the demands of Year 1.

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

A number of pupils join the school at the early stages of learning English as an additional language. They receive excellent support that swiftly helps them to secure a command of speaking English. This opens doors to establishing friendships and embarking on their journey of learning across the curriculum. Pupils with special educational needs and/or disabilities (SEND) benefit from highly personalised approaches of support. Pupils with SEND flourish. They develop their independence and make commendable progress from their starting points. Disadvantaged pupils achieve very well in subjects such as reading, writing and mathematics. By the time they leave Year 6, disadvantaged pupils achieve just as well, if not better than non-disadvantaged pupils nationally. Across the school, pupils enjoy learning. That said, there remains a small number of subjects other than reading, writing and mathematics where pupils are not supported to learn as well as they could.

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

Pupils make the most of the wider opportunities that are presented to them. This includes taking part in a broad range of clubs such as Taekwondo, choir and tag rugby. Pupils typically attend school regularly. Their behaviour in school is highly positive. Pupils appreciate the need to treat others in a way that they would like to be treated themselves.

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Team inspectors:

Trish Merritt, Ofsted Inspector Alex Reed, Ofsted Inspector Bullying is rare. Where issues arise, staff rectify them quickly. Pupils trust that staff will support them in times of need. This ensures pupils not only feel safe, but are safe in school

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Next steps

Leaders should ensure that across the curriculum the activities teachers provide for pupils address gaps in learning, help them to secure detailed knowledge and to produce high- quality work. Leaders should ensure that high levels of attendance are maintained over a sustained period of time both overall and for individuals and groups.

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About this inspection

This school is part of the Emmaus Catholic Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Daniel Copley, and overseen by a board of trustees, chaired by Catherine Anderson.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

The inspectors spoke with the headteacher, other school leaders and members of staff.

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About this inspection

The lead inspector spoke with members of the local governing body, the chair of trustees and the delegated representative of the chief executive officer. He also spoke with representatives of the local authority and the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Salford. The last section 48 inspection took place in June 2024.

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About this inspection

The school currently uses one unregistered alternative provision.

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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.

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Facts and figures used on inspection

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. 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 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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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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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

2023/24 (final) 70% 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) 77% 72% Close to average

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average

2023/24 (final) 73% 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) 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

2023/24 (final) 43% 46% Close to average

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average

2022/23 (final) 47% 44% 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

2022/23 (final) 47% 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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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 53% 59% Close to average

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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) 4.9% 5.2% Close to average

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national average

2022/23 (3 term) 5.6% 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

2023/24 (3 term) 17.9% 14.6% Close to average

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national average

2022/23 (3 term) 15.8% 16.2% 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

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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