Ladybridge Primary School

Ladybridge Primary School

Address: Councillor Lane, Cheadle, Cheshire, SK8 2JF Unique reference number (URN): 106054

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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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Personal development and wellbeing Strong standard

Leaders’ sharp focus on the personal development and wellbeing of pupils is a strength of the school. Leaders’ strategies are meticulously planned to reflect the school’s core values of resilience, responsibility and respect. This curriculum prepares pupils extremely well for life beyond school.

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Personal development and wellbeing Strong standard

Pupils relish their leadership roles such as head pupils, librarians and sports leaders. These roles enable pupils to contribute positively to school life and to develop confidence and a sense of community. The carefully planned and sequenced curriculum for personal, social, health and economic education is delivered in engaging ways which enable pupils to discuss and ask questions about the themes they cover.

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Personal development and wellbeing Strong standard

Pupils demonstrate a mature, confident understanding of how to keep themselves physically and mentally healthy. They understand real world risks, including road safety, financial safety and online identity protection. Pupils know the physical and emotional changes which happen during puberty and they have a secure knowledge of mature themes such as consent.

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Personal development and wellbeing Strong standard

A rich offer of clubs, music tuition and curriculum enhancing activities, including visits to a national orchestra and team-building residential trips, broadens their experiences. Pupils value contributing to the school community and raising funds for charities. They take pride in representing the school in the wider community, demonstrating confidence and social awareness.

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Personal development and wellbeing Strong standard

Pupils learn about how their school's values complement the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance. They practise these values through voting for school council members, and through leaders’ highly effective work on encouraging pupils to stand against any form of discrimination.

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Personal development and wellbeing Strong standard

Leaders make sure pupils who are vulnerable or face additional challenges have equal access to enrichment activities. Provision for pupils with special educational needs and/or disabilities is planned so that activities are adapted carefully without lowering ambition. This helps all pupils to develop talents, interests and confidence, and prepares them well for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have ensured that an ambitious and broad curriculum is in place. They have identified the key knowledge and vocabulary pupils must learn and sequenced these into logical steps. Typically, teachers use a range of effective strategies to adapt the curriculum so that all pupils can access it. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders have prioritised recent improvements in the teaching of reading, writing and mathematics. Phonics is taught consistently by well-trained staff who follow established routines. Generally, leaders have an accurate understanding of the quality of the curriculum and teaching. They make regular checks on how the curriculum is being taught and work with staff to identify strengths and next steps. Leaders use this information to set clear plans for improvements. For example, when they recognised that the teaching of writing was not

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Curriculum and teaching Expected standard

developing pupils’ knowledge effectively, they moved quickly to bring about improvements. The teaching of writing links closely to the teaching of reading. Pupils now have a wider range of opportunities to write across the curriculum.

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Curriculum and teaching Expected standard

Generally, staff design activities that are well matched to pupils’ needs. However, at times, the activities that teachers design do not help pupils to learn the curriculum as well as they could. This slows progress for these pupils.

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Early years Expected standard

Children get off to a positive start in the early years. They understand the daily routines and settle promptly to learning. Staff create a calm, organised environment where children feel confident, safe and ready to learn.

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Early years Expected standard

Leaders have an accurate picture of children’s precise starting points. This is because of effective partnerships with parents and carers and careful assessment of children’s abilities and needs on arrival. Leaders provide training for staff to build expertise so they prioritise children's communication skills. Staff build daily talk into play and stories. They introduce and teach words linked to curriculum topics. This helps children to secure the foundations of spoken language. Children learn how to share, take turns and move around the school sensibly. They play and learn happily together.

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Early years Expected standard

Staff provide learning tasks that build on what children already know. Staff plan engaging and purposeful activities and opportunities for children to extend their learning. Staff teach phonics with precision and children apply their knowledge when reading, developing fluency and confidence. Staff model correct letter formation and guide children as they practise writing.

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Early years Expected standard

Staff identify what children can do and adjust activities for children with additional needs. This helps them build confidence and understanding. Staff work closely with parents and carers to enable them to support their children's learning. Children generally achieve well across the curriculum and are typically well prepared for Year 1.

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Inclusion Expected standard

Leaders have established a caring and inclusive school where staff know pupils well. They work effectively with families and external professionals to understand pupils’ individual needs and to reduce barriers to learning. As a result, pupils, including those with special educational needs and/or disabilities, pupils who are known (or previously known) to social care and those at an early stage of learning English, are supported to make progress and to feel part of the school's friendly community.

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Needs attention

Leaders have established effective systems to ensure that pupils’ needs are communicated well to all staff who support these pupils. Learning is typically adapted appropriately so that pupils who need extra help receive the support they require. This includes pupils in the specially resourced provision. Typically, staff use practical strategies such as visual aids and sentence prompts to help pupils access learning successfully. Over time, these approaches, alongside additional support, enable pupils with special educational needs and/or disabilities (SEND) to make progress from their starting points. However, there are occasions where adaptations are not as well matched to pupils’ needs as they could be. This hinders progress for these pupils.

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Needs attention

Leaders make appropriate use of additional funding, such as the pupil premium funding, to support disadvantaged pupils. This helps disadvantaged pupils to make progress across the curriculum and to participate fully alongside their peers in activities which enrich their lives.

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Leadership and governance Expected standard

Leaders have an ambitious vision for the school. They have identified appropriate improvements and are taking action to implement these. Where changes have already been made, for example to the reading, writing and mathematics curriculums, these are positively impacting on pupils’ achievement.

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Leadership and governance Expected standard

An effective programme of professional learning has been established by leaders. They ensure that staff have the necessary expertise to deliver essential aspects of the school’s work, for example in their approach to the teaching of phonics and writing.

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Leadership and governance Expected standard

Leaders check the progress of pupils, including those who are disadvantaged, pupils with special educational needs and/or disabilities and those known or previously known to social care. This oversight ensures that leaders are generally aware of how successfully pupils are progressing through the curriculum and what further improvements may be required. However, leaders should ensure that teachers consistently address gaps in pupils’ knowledge.

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Leadership and governance Expected standard

Leaders work closely with governors and staff to establish a clear vision for the school. Governors have a secure understanding of their roles and responsibilities. They make well- considered decisions about the use of resources and provide a suitable balance of support and challenge. Governors understand the school’s areas for improvement and the rationale behind them. Leaders prioritise staff workload and wellbeing, contributing to a positive working environment. Leaders work closely with parents and carers, involving them in school life. Many parents value the work of the school.

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Achievement Needs attention

The proportion of pupils who have special educational needs and/or disabilities (SEND) or who are disadvantaged is well above the national average. Outcomes in national tests have been consistently below national averages. However, pupils currently in the school are achieving better than in previous years. This is as a result of improvements in curriculum and teaching. Pupils with SEND typically make progress from their starting points.

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Achievement Needs attention

Leaders’ recent improvements to the curriculum are impacting positively on pupils’ ability to read fluently, write neatly and develop mathematical knowledge. Pupils do consistently well in the multiplication tables check. This means that most pupils are strengthening foundations for future learning.

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Achievement Needs attention

Pupils generally remember much of what they have learned in the wider curriculum, for example they remember key concepts and vocabulary in science and history. However, some pupils have gaps in their basic knowledge of English and mathematics. This makes pupils' progress through the curriculum uneven. For some pupils, poor attendance has widened these gaps and slowed their progress further. This means that these pupils are not as well prepared as they should be for their next steps in education.

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Attendance and behaviour Needs attention

Despite leaders' sustained efforts, pupils' rates of attendance remain low, including for pupils with special educational needs and those who are disadvantaged. Leaders monitor attendance closely and treat it as a high priority. They encourage regular attendance through newsletters for parents and rewards for pupils who improve their attendance. Leaders and staff work closely with families to remove barriers that hinder pupils from attending regularly. This has helped some pupils to improve their attendance. However, further work is needed to secure sustained improvement for all pupils. This includes for pupils who have absences because their parents take them on holidays during term time.

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Attendance and behaviour Needs attention

Pupils rise to leaders’ high expectations of their behaviour. They are polite and respectful to staff and to each other. When there are disagreements, the ‘restorative ambassadors’ help to resolve differences and to repair friendships. Pupils' behaviour across the school is calm and orderly. Even the youngest pupils move sensibly between activities or when going out to play. Staff make suitable adaptations for pupils who find it difficult to follow the behaviour expectations. This helps these pupils to regulate their emotions and to re-engage in learning. Around school, pupils move purposefully and respectfully, greeting adults and each other politely. In lessons, most pupils show positive attitudes to learning. Incidents of bullying or discrimination are rare and leaders deal with them quickly and effectively.

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

Pupils arrive each day to a warm greeting from caring staff who know them well. This makes them feel safe. Everyone belongs in this welcoming school because they are part of the Ladybridge family. This is reflected in the way that older pupils look after the youngest children by helping them play games at breaktimes and by reading with them in the library. These roles help older pupils to develop leadership skills and a mature sense of responsibility.

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

Pupils are proud to model the school’s core values of resilience, responsibility and respect. They demonstrate positive behaviour and attitudes to learning. Even when they find work challenging, they try hard. Pupils are confident that if bullying should happen, staff will deal with it quickly and fairly.

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

Pupils enjoy their lessons, however pupils’ achievement over time has not been high enough. This includes pupils’ attainment in national tests. Recent work by leaders to improve the curriculum and teaching is helping pupils to gain the knowledge they need, and this is beginning to have a positive impact. Pupils currently in the school are achieving better than pupils in previous years. This means that more pupils are ready for the next stage of their education. However, some pupils, who did not benefit from this curriculum earlier on in their schooling, still have gaps in their knowledge and basic skills, and this slows their progress.

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

Too many pupils do not attend school often enough. Leaders and staff work closely with families to reduce the barriers that some pupils face. This is helping to improve attendance for some pupils. However, a significant number of pupils continue to miss too much school. As a result, these pupils do not achieve as well as they should.

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

Pupils benefit from a very wide variety of enrichment activities designed to develop their talents and interests, broaden their knowledge of the arts and music and give them aspirations for the future.

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Next steps

Leaders should ensure that staff use their checks on learning consistently well to identify misconceptions and gaps in pupils' learning and address these effectively so pupils can build secure knowledge across the curriculum. At times, the activities that teachers design do not help pupils to demonstrate what they know. Leaders should ensure that teachers consistently design activities that help pupils to develop sufficient depth of knowledge. Leaders should continue their work to reduce rates of absence so that all pupils, including those who are disadvantaged, benefit fully from the academic opportunities the school offers and achieve as well as they can.

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About this inspection

The chair of the board of governors in this school is Dr Nickolaos Silikas

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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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Lead inspector:

Cleone Cunningham, His Majesty's 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 21 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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School capacity

Inspectors spoke with the headteacher, the deputy headteacher and other leaders and staff. They also spoke with representatives of the governing body, including the chair of governors, and a local authority representative.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school has a specially resourced provision for 9 pupils. This provision caters for pupils with a range of special educational needs and/or disabilities.

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School capacity

The school uses no alternative provision.

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School capacity

This inspection took place from 21 to 22 July 2026.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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) 75% 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

2024/25 (final) 42% 47% 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) 67% 63% Close to average

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average

2022/23 (final) 50% 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) 50% 59% Close to average

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average

2022/23 (final) 50% 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

2024/25 (final) 58% 61% 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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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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