Primrose Hill Primary School and Children's Centre

Centre

Address: Phoebe Street, Ordsall, Salford, Greater Manchester, M5 3PJ Unique reference number (URN): 129466

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Early years Expected standard

Leaders have designed an ambitious and considered curriculum for children in the early years. It takes account of children's starting points. For example, leaders have prioritised children's physical development. In the outdoor spaces, children develop their gross motor skills by climbing, balancing and having space to run.

p.2

Early years Expected standard

Leaders have successfully instilled positive routines so that each day starts productively. Children hang up their coats and bags independently before joining on the carpet with a cheerful song. Their wellbeing is prioritised effectively. Relationships between staff and children help children to feel safe, valued and ready to learn.

p.2

Early years Expected standard

The proportion of children who are well prepared for the next stage of their education has increased. Children make progress from their individual starting points. Phonics teaching in Reception is now consistent. Generally, children apply their phonics knowledge effectively when reading and writing. As a result, most children are ready for the transition to Year 1.

p.2

Early years Expected standard

Staff select appropriate vocabulary to support children's learning. For example, when constructing a model building, they introduce language to describe the position of an object. Staff make effective adaptations for those children with special educational needs and/or disabilities.

p.2

Early years Expected standard

Leaders prioritise relationships with parents and carers. There are regular meetings with families to share ideas about how they can support learning and development at home.

p.2

Inclusion Expected standard

Leaders rightly pride themselves on how well they understand pupils' needs. They use home visits and assessment information to establish accurately what support pupils need. Leaders use a variety of therapeutic approaches to effectively remove any barriers to pupils' success. When leaders find that a supportive strategy is not working as needed, they refine their approach dynamically. This ensures pupils generally overcome anything that prevents them from succeeding.

p.2

Inclusion Expected standard

The number of pupils with special educational needs and/or disabilities (SEND) has grown. Leaders have acted astutely to provide additional staff to support these pupils. Staff know how to meet pupils' needs. Leaders have provided training for staff. As a result, staff adapt learning through sensory support techniques and visual cues, enabling pupils with SEND to access the curriculum well.

p.2

Inclusion Expected standard

Leaders access specialist support, advice and information. They work proactively with therapists, counsellors and alternative providers. These partnerships successfully help pupils to access learning and development opportunities.

p.2

Inclusion Expected standard

The school uses additional funds judiciously to support disadvantaged pupils, for example by providing additional sessions to address gaps in learning or to provide access to speech and language therapy. Consequently, disadvantaged pupils achieve well and attend school regularly.

p.2

Leadership and governance Expected standard

The school has been through a difficult and disrupted period of time. There has been a significant change in school leadership. Despite this, leaders have ensured that a calm continuity has prevailed. They have an unrelenting commitment to inclusion and success. Leaders want the best for pupils and the community that they serve. Leaders have an accurate view of what is working well and what needs to be developed. Where they have focused their strategic attention, they have secured timely improvements, for example in their work to improve behaviour around school, which is now, typically, calm and purposeful.

p.3

Leadership and governance Expected standard

Governors' breadth of experience has been strengthened. They share leaders' commitment to inclusion and ambition for pupils and the school community. They accurately evaluate the school's strengths and areas for development. Governors fulfil their statutory duties.

p.3

Leadership and governance Expected standard

Leaders work effectively with external partners. This work enables staff to refine expertise. Staff recognise the benefit of the training that they have had to support pupils' behaviour. They like the flexibility of professional training programmes. Staff value the positive team spirit in school, and they are proud to work at the school.

p.3

Leadership and governance Expected standard

Parents and carers are, in the main, appreciative of how well their children are supported. They value the leaders' kind approach. This has helped to forge a generally positive and productive relationship between home and school. Leaders ensure that pupils are held at the centre of their decision-making.

p.3

Personal development and wellbeing Expected standard

Leaders have designed a well-thought-out and detailed programme of personal development and wellbeing. They have considered precisely what pupils need to know and be able to do from the early years through to Year 6. The curriculum is complemented by enriching activities and experiences. Leaders are acutely aware of some of the challenges that pupils may face. As a result, they ensure that pupils know about the dangers of gangs and the risks associated with open water and fire, meaning that pupils typically know how to keep themselves safe both in the community and online.

p.3

Personal development and wellbeing Expected standard

Throughout the school day, pupils usually interact well with each other. They know that tolerance is important. With the support of guest speakers and visits to places of worship, leaders ensure that pupils learn about different religions. Consequently, pupils embrace difference and make sure that nobody is left out. Pupils recognise that democracy is important to life in modern Britain. They know that the school parliament helps their opinions to be heard in school.

p.3

Personal development and wellbeing Expected standard

Pupils have full confidence in staff to support their wellbeing. They know who to go to if they need help with anything. For example, if pupils need to resolve a conflict, staff use restorative conversations effectively to get to the heart of the matter and put things right.

p.3

Needs attention

Leaders provide a range of activities to help pupils to develop new interests. From crochet and football to choir and litter-picking, there is something for everyone. For pupils who face barriers to participation, leaders coordinate activities so that they can take part. For example, external coaches deliver disability sports sessions.

p.4

Needs attention

Pupils have clear aspirations for their futures. Older pupils feel ably prepared to make the transition to secondary school.

p.4

Achievement Needs attention

While pupils have typically achieved well in writing and mathematics in the tests at the end of Year 6, their achievement in reading has been below the national average for too long. This has hindered pupils' readiness for the next stage of education. Furthermore, over time, pupils have not achieved well enough in the phonics screening test at the end of Year 1. This has meant that they have not been able to read at the level required. In contrast, pupils who face barriers to their learning typically achieve results in line with national averages.

p.4

Achievement Needs attention

Leaders' actions are beginning to result in improvement in how phonics is being delivered. However, it is too early to see a sustained trend of improved outcomes at this time.

p.4

Achievement Needs attention

Across the wider curriculum, some pupils struggle to recall their learning. For example, in history, they are not secure in their knowledge of key events in the past.

p.4

Attendance and behaviour Needs attention

Published data shows that pupils' attendance at the school has been below the national average for too many years. Similarly, the number of pupils who are persistently absent from school is too high. This is true for both past and current pupils. Leaders have taken rigorous and robust action to address this. As a result, pupils' attendance has recently improved. Even so, these new strategies are still in their early stages of implementation, and it is too soon to determine whether they will have an enduring impact on attendance. Disadvantaged pupils and pupils with special educational needs and/or disabilities attend school regularly.

p.4

Attendance and behaviour Needs attention

Leaders have established and refined their systems of behaviour management. Pupils generally behave in a calm and purposeful manner throughout the school day. In lessons, some pupils are easily distracted. This is because the curriculum does not always meet their learning needs. For those pupils who struggle to maintain focus on their learning, leaders make effective use of sensory breaks and calm spaces in school, such as 'Butterflies'. These supportive strategies ensure that learning can resume promptly. Pupils are proud of their diverse school community. Consequently, incidents of bullying and unkindness are rare. When they do happen, staff deal with them quickly and effectively.

p.4

Curriculum and teaching Needs attention

In some subjects, teachers do not identify what pupils know and can do well enough. This means that too often teachers move learning on too quickly or do not set work that makes pupils think deeply about new ideas. This hampers how well pupils learn across a range of subjects. In addition, teachers do not have high enough expectations of what pupils can achieve in their reading. As a result, some pupils do not develop the fluency in reading that they should. For the most part, teachers ensure that pupils have the necessary basic skills in writing and mathematics to progress effectively to the next stage of their education.

p.5

Curriculum and teaching Needs attention

Leaders have designed an ambitious and appropriately organised curriculum. There are opportunities for pupils to revisit prior learning. Leaders know where strengths lie and where areas need to improve. For example, leaders' quality assurance identified that the delivery of phonics needed to improve. They implemented a training programme for staff, which has strengthened this area of school life. As a result, the quality of phonics teaching is now secure.

p.5

Curriculum and teaching Needs attention

Teachers effectively support those pupils who face barriers to learning. They make appropriate use of other adults in the classroom, visual aids and physical adaptations. Consequently, these pupils successfully access the same curriculum alongside their peers.

p.5

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

Pupils are happy and safe at this primary school at the heart of the community. They politely welcome visitors to their school. Pupils begin each day with an energising activity. This helps to start the day positively. The learning environment celebrates different cultures and art from around the world. Typically, pupils delight in the world around them.

p.5

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

On the whole, pupils display positive attitudes towards learning. Pupils who need help to regulate their emotions are supported effectively. For instance, they take part in therapeutic play activities that help to set a positive tone for the rest of the day. Pupils know that any incidents of unkind behaviour will be dealt with promptly. This helps pupils to feel safe.

p.5

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

Over time, some pupils have not attended school as regularly as they should. This means they miss out on both learning and other opportunities that the school offers. Too many pupils have not attained the expected standard in the reading tests at the end of key stage 2 or in the Year 1 phonics test. This has hindered the extent to which they are prepared for the next stage of their learning.

p.5

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

Some pupils have gaps in their learning that are not addressed. This hampers how well they can learn new information in subjects such as history and geography.

p.5

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

Children in the early years begin their day readily with a song. For the most part, they wave goodbye to their parents and carers with a smile before they hang up their bags and settle calmly into the day ahead. They are familiar with the routines that help them to learn well.

p.5

Team inspectors:

Schelene Ferris, Ofsted Inspector Michelle Joyce, Ofsted Inspector Pupils take part in a range of additional activities, including craft club, ukulele club or playing sport. These help pupils to discover new interests and make new friends.

p.6

Next steps

Leaders should ensure that teachers have the skills and knowledge to identify precisely what pupils know and can do. This allows teachers to address gaps in understanding and enable pupils to successfully learn the designed curriculum. Leaders should continue to engage strategies to improve pupils' achievement, in particular in reading and phonics, to ensure pupils achieve well in national tests. Leaders should continue to embed their systems to raise pupils' attendance to school, including those pupils who are persistently absent, so that pupils can benefit from all that school has to offer.

p.6

About this inspection

The chair of the board of governors in this school is Alan Ferns.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

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.

p.6

About this inspection

Inspection activities: Inspectors spoke with the headteacher, other senior leaders, representatives of the governing body, including the chair of governors, a representative from the local authority, staff, pupils and some parents and carers during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently makes use of one unregistered alternative provision.

p.6

About this inspection

Since the previous inspection, an interim headteacher and other leaders have been appointed.

p.6

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

p.7

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.

p.7

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.

p.7

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%

p.7

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.8

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.

p.9

average

2023/24 (final) 56% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 74% 75% Close to average

p.9

average

2022/23 (final) 70% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (final) 79% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2023/24 (final) 53% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (final) 69% 63% Close to average

p.11

average

2023/24 (final) 53% 62% Close to average

p.11

average

2022/23 (final) 66% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

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.

p.13

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15