Aldwyn Primary School

Aldwyn Primary School

Address: Lumb Lane, Audenshaw, Manchester, M34 5SF Unique reference number (URN): 149874

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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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Achievement Expected standard

Pupils fare well in their academic and wider achievements. Overall, pupils write well, including to make correct use of grammar, punctuation and spelling. Pupils are articulate and able to debate their views with others. They can talk confidently with adults and are able to question them thoughtfully. Pupils are highly successful readers. They build their knowledge of many stories, as well as of poetry and plays, including by important English authors, such as William Shakespeare. Pupils with special educational needs and/or disabilities learn subject curriculums effectively.

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Achievement Expected standard

Pupils have a suitable recall of their previous learning. On occasion, in some subjects, pupils do not develop or demonstrate the depth of knowledge that leaders intend.

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Achievement Expected standard

Pupils' attainment provides them with a secure foundation for their future education. For example, pupils' attainment, including for disadvantaged pupils, in reading, writing and mathematics combined is above average. Pupils’ attainment in the multiplication check in Year 4 and in phonics in Year 1 are also above average.

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Attendance and behaviour Expected standard

Leaders, including those from the trust, keep a close watch on the standard of pupils’ behaviour throughout the school and how often pupils attend. Leaders carefully collect and review information so they can pinpoint areas for improvement. The school works effectively with parents and carers and with the local authority to promote and improve pupils' attendance. Leaders and staff ensure that the school is a place that pupils want to be. Pupils cross the school’s threshold punctually. Leaders and staff celebrate the positive attendance of different classes. Pupils’ attendance, including for groups of pupils, is in line with national averages. Leaders’ actions ensure that specific pupils’ attendance improves over time.

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Attendance and behaviour Expected standard

This is a calm, happy school that benefits from leaders’ high expectations for the behaviour of all pupils. Staff support pupils’ conduct gently and skilfully, including any pupils with special educational needs and/or disabilities who have behavioural difficulties. Pupils follow the clear rules and routines that leaders establish. Pupils are polite, well-mannered, cooperative and thoughtful. The school does not tolerate issues such as discrimination. Leaders and staff manage the rare issues of bullying quickly and effectively. Staff enthuse pupils, such as to research important topics and to find out more. Pupils love learning.

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Curriculum and teaching Expected standard

Leaders use suitable curriculums to shape what staff teach pupils and when. The school follows its chosen phonics curriculum very well, supported adeptly by leaders. The whole school promotes reading effectively and staff are highly skilled at teaching pupils phonics. Pupils who need extra support with phonics are supported well to catch up. Staff also teach pupils to listen and talk well with other people. The mathematics curriculum is effective and taught well. For example, in key stage 2, staff give a competent focus to teaching pupils about multiplication and division, as well as shapes and their properties. Staff make effective checks of what pupils know and remember and this starts effectively in the early years. Leaders ensure that teachers and teaching assistants have expert support to adapt their teaching to meet the needs of pupils with special educational needs and/or disabilities. Staff help pupils to revisit previous learning where needed.

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Curriculum and teaching Expected standard

Leaders at all levels, including from the trust, generally ensure that staff have the professional learning and guidance that they need to teach the curriculum well. On occasion, in a few subjects, some teaching activities limit the depth of pupils’ learning. At these times, some pupils also do not have enough opportunities to fully use what they know.

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Early years Expected standard

Leaders have established a well-considered early years curriculum. Staff undertake deliberate teaching of important curriculum content. They also provide well-organised opportunities for children to practise using what they know, such as through play.

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Early years Expected standard

Children have a happy, settled time and thrive. By the end of the Reception Year, they are well prepared for continuing their learning in Year 1. For instance, they develop their confidence, persistence and a wide range of essential basic skills such as in early writing, phonics and mathematics. Stories and rhymes play a key role in children’s learning.

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Early years Expected standard

Teachers and teaching assistants focus their support expertly, such as when some disadvantaged children find aspects of learning the curriculum difficult. Staff work closely and effectively with parents and carers to understand children’s previous experiences and needs. The school links well with parents, and with other professionals, to identify and support any children with special educational needs and/or disabilities. Due to staff’s assistance, children make successful progress from their starting points.

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Early years Expected standard

Staff check carefully for any sign that children may have gaps in their communication and language. Most of the time, staff use well-chosen words and apt questions to support and extend children’s thinking skilfully. However, on occasion, some staff do this less successfully. At these times, some children learn less well.

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Inclusion Expected standard

Leaders are determined that bright days are ahead for all pupils. This means that pupils who face challenges in their lives are prioritised from the first moment that they join the school. Staff are knowledgeable about gaps in individual pupils’ experiences and knowledge. Leaders and staff act to remove anything that gets in the way of pupils’ chances to take part in all that the school offers.

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Inclusion Expected standard

Leaders use extra funding carefully to support the needs of disadvantaged pupils, based on educational research and the school’s own information. As a result of leaders’ well- considered work, disadvantaged pupils flourish in their academic, social and emotional development.

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Inclusion Expected standard

Leaders ensure that staff provide the support that pupils need, such as in lessons or at other times of the school day. The effective identification of pupils’ needs starts quickly in the early years. Staff consider each pupil as an individual. They act promptly and effectively to put in place the necessary support when pupils who face obstacles in their lives join or leave a year group.

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Inclusion Expected standard

The school works very well with parents and carers, the local authority and wider professionals to support pupils with special educational needs and/or disabilities (SEND). The school celebrates the strengths of pupils with SEND, as it believes in noticing each pupil’s unique progress and success.

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Leadership and governance Expected standard

The success of the school is gathering momentum and improving steadily. Leaders make certain that high-quality relationships between all staff and pupils form the anchor of daily life here. Leaders’ expertise, such as in wellbeing, reading, writing, oracy, special educational needs, sports, and early years play a key role in the school’s success. Leaders are unwavering in their determination to expertly share captivating words, high-quality books including stories, plays and poetry with pupils. Learning to read is a central strength of the school. Pupils say that it is a privilege to attend.

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Leadership and governance Expected standard

Leaders have a secure understanding of the school’s strengths and priorities. They pursue suitable actions for improvement. Mostly, leaders furnish teachers and teaching assistants with the resources, support and professional learning that they need to teach curriculum subjects well. The high-quality classrooms, corridors and display areas reflect the pride, ambition and proficiency that leaders model. Leaders act in the best interests of pupils, such as to think carefully about the specific needs of pupils who can find learning difficult.

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Leadership and governance Expected standard

Staff feel very much cared for by leaders, including by the trust. Leaders ensure that staff’s workload is reasonable. Leaders make sure that the school is ready for new challenges and open to learning from other experts.

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Leadership and governance Expected standard

The trust contributes well to the overall vision and improvement of the school. Trustees challenge and support leaders in equal measure, enabling the quality of leadership at all levels to grow. The trust board meets its duties relating to the school well.

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Personal development and wellbeing Expected standard

Overall, the school promotes pupils’ personal development very well. For example, through their personal, health and social education, pupils know how to be sensible near reservoirs and canals, as well as how to stay safe when online. Older pupils develop important life skills, such as how to give emergency help to someone whose breathing or heartbeat has stopped.

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Personal development and wellbeing Expected standard

Leaders and staff value and respect the voice of each pupil. Pupils love the many opportunities that they have to share their ideas with leaders and to support the day-to-day life of the school. In each class, pupils learn to debate key ideas, which impacts well on their wider confidence, speaking and listening skills.

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Personal development and wellbeing Expected standard

Pupils respect differences between people, families and communities. They also know how to ask thoughtful questions, listen to one another and explain their opinions. Pupils can talk about the school’s values and of important historical figures who have promoted equality. However, pupils talk less confidently about the characteristics of people that are protected in law and about fundamental British values.

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Personal development and wellbeing Expected standard

Leaders ensure that disadvantaged pupils fully benefit from the school’s offer, such as through funded places to take part in music tuition, clubs and residentials with their peers. All pupils benefit from the school’s many opportunities to develop their skills and talents, such as in music, sports and arts.

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Personal development and wellbeing Expected standard

Leaders and staff focus very successfully on enhancing pupils’ wellbeing, so that pupils are ready to travel with confidence though any changes in their lives. Pupils make connections between their many school trips and their curriculum learning. For example, they can explain how their visit to the public garden of a national charity connects with their learning in science. Pupils also know how this links with their learning of a famous tale of Toad, Mole, Ratty and Badger at a special river, garden and woodland.

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

At the heart of this school are high-quality relationships between pupils, as well as with and between leaders and staff. Pupils develop their ability to explain their thoughts, feelings and knowledge with clarity, confidence and accuracy. They can debate key ideas and concepts well. Pupils give a warm welcome to school visitors and hold mature, thoughtful conversations with them.

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

Pupils’ ideas, aspirations and achievements are valued by the kind and gentle staff. Pupils are encouraged to do their very best. Any pupil who faces challenges in their learning becomes a priority for skilful extra support from staff. Pupils are thoughtful and considerate. At breaktime and lunchtime, some pupils have a role in the school’s ‘happy hub’ to support other pupils with their feelings. Pupils here make many friends.

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

Right from the start of their time in the early years, children learn to be keen, self-disciplined learners. They are inquisitive and able to work in a team. Pupils act responsibly, such as through their frequent opportunities to learn new skills in the school’s large, well-organised woodland area.

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

Pupils enjoy school and are safe. They listen and respond very well to the staff’s requests and instructions. Lessons are focused and uninterrupted. Pupils find that the rare instances of bullying are sorted out effectively by the school.

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

Pupils’ attainment, including by disadvantaged pupils, in reading, writing and mathematics combined is above average. Pupils’ success in learning to read with confidence and fluency is a whole-school strength. Pupils are fond of the school’s well-resourced library, which includes a special ‘reader’s chair’. Pupils develop their talents and interests very well, such as through the many sports clubs and wider opportunities that the school provides. Pupils are well prepared for secondary school.

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Team inspectors:

Joe Dryland, Ofsted Inspector Sue Mills, Ofsted Inspector Gemma Brierley, Ofsted Inspector

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Next steps

Leaders should ensure that, in some subjects other than English and mathematics, staff select learning activities that enable pupils to learn curriculum content in depth and fully demonstrate their understanding. Leaders should deepen pupils’ knowledge of fundamental British values and the characteristics of people that are protected by law, so pupils can talk knowledgeably about these aspects of modern society. Leaders should build on the school’s successful practice in the early years to ensure that all staff in this key stage use well-chosen language and questions to support and extend children’s learning as well as they can.

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About this inspection

This school is part of Victorious Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Karen Burns, and overseen by a board of trustees, chaired by Andy Hodgkinson.

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

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher and several other leaders and staff during the inspection. The lead inspector met with the CEO and with a representative of the trust board.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Craig Beaty 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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About this 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.

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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) 79% 75% Close to average

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average

2023/24 (final) 77% 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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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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average

2023/24 (final) 80% 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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Disadvantaged pupils reaching the expected standard in reading

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

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national average

2024/25 (final) 65% 63% 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) 65% 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) 60% 61% Close to average

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average

2023/24 (final) 69% 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) 5.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 16.3% 13.0% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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 .

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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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