Our Lady of Mount Carmel RC Primary School, Ashton-under-Lyne

Ashton-under-Lyne

Address: Holden Street, Ashton-under-Lyne, Lancashire, OL6 9JJ Unique reference number (URN): 131285

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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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Attendance and behaviour Expected standard

The school has high expectations for pupils' attendance. Pupils proudly live up to these aspirations. They enjoy coming to school. This is reflected in their attendance rates, which are above the national average. Leaders carefully track and identify swiftly any pupils whose attendance dips. Staff intervene quickly to provide targeted support to pupils and their families. As a result, any issues are quickly resolved and pupils do not miss out on important learning.

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Attendance and behaviour Expected standard

Leaders have established a calm and purposeful learning environment. Staff apply behaviour management strategies consistently and effectively. This starts in the early years, where children soon become familiar with the behaviour expectations. Pupils arrive calmly and settle quickly into learning routines at the start of each day. They demonstrate positive behaviour in lessons. Pupils listen attentively to their teachers and each other. Social times are orderly and harmonious. Pupils benefit from a wide range of activities at breaktimes that promote engagement and cooperative play. Pupils who may struggle to manage their feelings and emotions receive helpful support. Pupils trust that adults will quickly sort out any unkindness or discriminatory behaviour. Leaders act quickly to resolve any concerns around bullying.

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Curriculum and teaching Expected standard

The school's curriculum is broad and ambitious. Leaders have an accurate understanding of the quality of the curriculum and how it is taught. They have taken suitable action to make further improvements to the curriculum and to teaching, particularly the reading, writing and mathematics curriculums. As a result, staff teach these curriculums confidently.

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Curriculum and teaching Expected standard

Over time, increasing numbers of pupils who speak English as an additional language and those with special educational needs and/or disabilities (SEND) attend the school. Leaders ensure that teaching is suitably adapted so that these pupils can access the same curriculum content as their peers. Typically, this helps pupils with SEND to progress well through the curriculum.

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Curriculum and teaching Expected standard

Leaders provide staff with training to develop their expertise across the curriculum. Staff typically use successful strategies to explain new concepts and vocabulary. In lessons, teachers carefully check pupils' current understanding and quickly address any misunderstandings. However, their checks to ensure that pupils remember and build on their prior learning over time are less effective.

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Early years Expected standard

The early years environment is welcoming and engaging. There are well-established routines in place to ensure that children's welfare is a high priority. Children are well looked after and safe. They benefit from being taught by caring and kind staff. Children settle quickly into school. Staff sensitively use established strategies to ensure that they include children equally in learning activities. Relationships with parents and carers are positive and productive from the start.

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Early years Expected standard

Staff have implemented an ambitious curriculum which meets the different needs of children well. For example, many children begin school with barriers to communication. The language-rich curriculum supports children to quickly build their speaking and listening skills. Staff model language well as part of their routine, high-quality interactions with children.

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Early years Expected standard

Well-trained staff deliver the curriculum effectively. Learning opportunities are meaningful. They develop children's understanding across different areas of learning. For example, during the recent topic on the seaside, children learned about different sea creatures. They also develop their coordination and muscle control through activities such as cutting paper. Children enjoy using scooters and bikes to develop their balance and coordination skills.

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Early years Expected standard

Children make secure progress through the curriculum. They are generally well prepared for key stage 1.

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Inclusion Expected standard

The school warmly welcomes pupils with a range of different vulnerabilities. This includes pupils who speak English as an additional language and those with special educational needs and/or disabilities (SEND). The school provides helpful and timely support to other pupils who face barriers to their learning or wellbeing. This includes young carers and those who are known to social care.

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Inclusion Expected standard

Leaders take the time to get to know pupils and their families. They accurately identify and assess pupils' needs. They reduce the varied obstacles to pupils' wellbeing and achievement effectively. For example, leaders utilise a range of strategies to support pupils with social and emotional and mental health needs. These include a 'chatty café', worry boxes and the 'buddy bench'.

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Inclusion Expected standard

Leaders train staff well to cater for the changing needs of different groups of pupils in school. Staff typically deploy a range of practical strategies and adaptations to meet pupils' needs, including those with SEND, so that they successfully access the curriculum.

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Inclusion Expected standard

The school forges positive relationships with external agencies. They ensure that staff utilise expert advice to provide pupils and their families with targeted support. Leaders use additional funding well to support disadvantaged pupils. This includes using some of the grant to enable pupils to benefit equally from the school's extensive extra-curricular offer.

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Leadership and governance Expected standard

Leaders and staff put pupils' interests and wellbeing at the forefront of their work. Leaders understand the school's strengths and areas for development. They have taken positive action to address weaknesses in teaching and in pupils' achievement. Staff benefit from a well-considered professional development programme that is relevant to their needs. As a result, teachers have embraced the improvements to the curriculum with confidence. Governors share leaders' drive for further improvement. Overall, they hold leaders to account well for important aspects of their work, such as safeguarding. However, some of leaders' systems and processes for assuring themselves of the impact of their work are not as effective as they could be. These include some areas relating to pupils' attendance, behaviour and other school improvement priorities.

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Leadership and governance Expected standard

Staff feel that they are valued members of the school. They are involved in leaders' decision-making. Staff appreciate how leaders and governors care about their welfare and workload and help them to have time for their work and special events in their lives.

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Leadership and governance Expected standard

The school engages well with its parents, carers and wider community. The vast majority of parents who shared their views with inspectors spoke very positively about the productive partnerships that they have with staff and how this assures them that their children are safe and happy at school.

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Personal development and wellbeing Expected standard

Leaders have designed a well-thought-out programme to promote pupils' personal development. The relationships and sex education and health education programme is carefully woven throughout this programme. Leaders ensure that the programme closely aligns to the needs, talents and interests of pupils. It is ordered logically so that pupils learn content that is appropriate for their age and stage of development.

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Personal development and wellbeing Expected standard

The school takes a proactive approach to supporting pupils' welfare. This includes pupils who may have suffered emotional difficulties and trauma. For example, activities linked to Refugee Week provide opportunities for pupils to explore important themes, including identity, belonging and diversity. The school's in-house pastoral team provides timely support for vulnerable pupils. Leaders also utilise a range of external agencies to support pupils' wellbeing by providing targeted therapeutic support.

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Personal development and wellbeing Expected standard

Pupils learn about the importance of looking after their minds and bodies. For example, pupils are taught important skills, such as developing emotional resilience. They also learn about the dangers of working online and other risks to their wellbeing as they get older, such as smoking and negative peer pressure.

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Personal development and wellbeing Expected standard

Pupils benefit from taking on a wide range of pupil leadership roles in school. Year 6 wellbeing ambassadors train and support Year 2 ambassadors. These activities help pupils to understand their role in fostering positive relationships and supporting others.

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Personal development and wellbeing Expected standard

The school promotes aspiration and participation through a wide range of enrichment opportunities. For instance, pupils take part in external events, such as local chess competitions, aspiration days and science projects. These activities broaden pupils' understanding of future opportunities and career paths.

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Personal development and wellbeing Expected standard

Pupils' conduct exemplifies the school's values of kindness, cooperation and mutual respect. Through voting for members of different leadership groups, pupils learn about fundamental British values in action, such as democracy. Pupils also develop social responsibility through sustainability projects and charitable works.

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Achievement Needs attention

Over time, pupils' attainment in reading, writing and mathematics at the end of key stage 2 has been lower than other pupils' nationally. Leaders have taken swift action to raise standards in reading and mathematics, in particular. However, some pupils still have some gaps in their written skills. As a result, they struggle to write at length. This hampers these pupils from achieving as well as they should. In some curriculums, some pupils do not develop a strong body of knowledge over time. This hinders them from being as well prepared as they should be for secondary school.

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Achievement Needs attention

In contrast, pupils, including those with special educational needs and/or disabilities, generally show secure knowledge of their current learning in different subjects. Pupils who are disadvantaged also achieve well. Pupils in key stage 1 typically develop effective early reading and writing skills. This is reflected in their success in reaching the expected standard in the Year 1 phonics screening check and the Year 4 multiplication check.

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

Pupils are keen members of their school community. Each day, pupils are greeted warmly by staff and by Peggy, the school therapy dog. Pupils wear their uniforms with pride. They are polite and well behaved.

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

Staff foster positive relationships with pupils. This begins in the early years, where staff get to know children as individuals. Pupils are safe and well looked after. There are many adults for pupils to talk to if they have a worry. Bullying is rare. If it does ever occur, staff take it seriously and deal with it swiftly.

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

Teachers make sure that the curriculum is engaging and purposeful. This sparks pupils' interest and enthusiasm for learning. Pupils look forward to coming to school. They enjoy school and attend regularly.

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

Staff reduce obstacles to pupils' learning and wellbeing effectively. Overall, pupils quickly secure basic knowledge, particularly in the foundations of early reading, writing and number. They attain well in reading and mathematics at the end of key stage 2. However, some older pupils still have gaps in their writing skills. At times, some pupils struggle to remember important learning across different subjects. This means that they are not fully prepared for the next stage of their education.

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

Pupils benefit from a well-considered programme to promote their personal development. This supports pupils to participate fully in all aspects of school life. Pupils enjoy an extensive range of activities to broaden their horizons. Pupils value the wide range of trips, visits and visitors to school. They enjoy taking part in an impressive number of sporting activities. These experiences promote important skills, such as teamwork and resilience. They also develop pupils' physical and mental wellbeing. As a result of the rich extra-curricular offer, pupils become well-rounded citizens. They are well equipped to make a positive contribution to their community and the wider world.

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Next steps

Leaders should build on the recent improvements to the curriculum so that pupils' success in writing, especially in key stage 2, matches their achievement in reading and mathematics. Leaders should ensure that staff's checks on how well pupils remember and build on their prior learning over time are more effective so that gaps in knowledge are identified and rectified and pupils build a secure body. Leaders should sharpen their systems and processes for checking on the impact of some aspects of their work so that they and governors are fully assured that their actions are making the intended difference to pupils' experiences.

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About this inspection

The chair of the board of governors in this school is Elizabeth Aspin.

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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

Inspectors spoke with the headteacher, other leaders and staff. The lead inspector met with members of the governing body, including the chair of the board of governors. She also spoke with a representative of the local authority, the school's improvement partner and a representative of the Diocese of Salford.

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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 a Roman Catholic school which is part of the Diocese of Salford. Its last section 48 inspection, for schools of a religious character, took place in October 2025.

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About this inspection

The school currently uses no alternative provisions.

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Team inspectors:

Michael Forber, Ofsted Inspector Shoab Uddin, 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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 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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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) 57% 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) 71% 75% 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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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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average

2023/24 (final) 70% 73% 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

2024/25 (final) 50% 47% Close to average

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national average

2023/24 (final) 55% 46% 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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average

2024/25 (final) 64% 63% Close to average

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average

2023/24 (final) 73% 62% 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) 50% 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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average

2024/25 (final) 71% 61% Close to average

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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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gap

‘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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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 5.4% 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

2023/24 (3 term) 13.4% 14.6% Close to average

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national average

2022/23 (3 term) 15.1% 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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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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