Schools & FE · Report card

Poplar Street Primary School

Inspected 15 Sept 2026 · published 8 Oct 2026 · URN 145706

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Summary

No overall grade in this frameworkSafeguarding met

David Robinson (lead), Andrew Marlow, Chris Priddey, Shoab Uddin

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
15 Sept 2026
Inspectors verified
Andrew Marlow, Chris Priddey, David Robinson, Shoab Uddin
Postcode verified
M34 5EF
Name on report verified
Poplar Street Primary School
Safeguarding verified
Met
URN verified
145706

Page 1 of 15

Deep dive

What this report says

In plain English

positive

Academy is meeting expected standards overall, with strong safeguarding and inclusion, but some teaching and assessment variability in key stage 2.

Inspectors found safeguarding standards are met and pupils feel safe. Attainment at the end of Year 6 has improved year on year and was close to the national average in 2025. Leaders have been effective in improving outcomes for disadvantaged pupils, but checks on curriculum and teaching have not always identified variability in key stage 2 promptly.

Going well

Safeguarding standards are met and pupils feel safe
Attainment at the end of Year 6 has improved year on year
Attendance systems quickly identify and reduce persistent absence
Pupils with SEND and disadvantaged pupils are supported well
Pastoral support and personal development opportunities make a positive difference

To improve

Address variability in teaching and assessment in key stage 2
Tackle gaps in knowledge and misconceptions in key stage 2 in a timely manner
Increase writing opportunities beyond English
Strengthen leaders' checks so variability is identified and addressed promptly

Summary written by AI (claude-haiku-5-5) from the report text. It can miss nuance: the report itself is the record.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+56Positivemore positive than 26% of reports of this type

In line with other reports of this type.

Praisepositiveeffectiveeffectivelyhighly effectivesuccessfullyhigh expectationssuccessfulenjoy

Criticismconcernsgapslimitednot consistentlypersistently absentvariableabsencebelow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1584w+53
Leadership278w+74
Safeguarding51w−11
What needs to improve48w+20

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,961; about usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 15 words
Next steps: 2; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 33%

Full report text

Poplar Street Primary School

Address: Ravenwood Drive, Audenshaw, Manchester, M34 5EF Unique reference number (URN): 145706

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

Achievement Expected standard

Pupils’ attainment in national tests at the end of Year 6 for reading, writing and mathematics has improved year on year. In 2025, it was close to the national average. This has also been the case for disadvantaged pupils, who typically attain well throughout school.

p.2

Achievement Expected standard

As pupils progress through school, they do not consistently develop fluency, stamina or the ability to communicate their knowledge effectively across different subjects. However, pupils can apply their knowledge and skills in reading and mathematics successfully. In subjects other than reading, writing and mathematics, pupils typically build up their knowledge effectively over time. Pupils with special educational needs and/or disabilities progress well through the curriculum during their time at the school. Some pupils in key stage 2 have gaps in their knowledge or misconceptions that make is more difficult for them to build on prior learning. Even so, pupils are typically prepared well for their next stages of education.

p.2

Attendance and behaviour Expected standard

Leaders have established effective systems that quickly identify attendance concerns. Timely analysis of attendance information highlights patterns of absence and the reasons that sit behind them. When required, leaders take pre-emptive steps that typically reduce the number of pupils who are persistently absent from school. This includes working proactively with external partners. High expectations and well-established processes help to ensure that pupils typically attend school regularly. Leaders have been particularly successful in their approach to sustaining positive levels of attendance for disadvantaged pupils.

p.2

Attendance and behaviour Expected standard

Leaders have established an orderly and nurturing environment where bullying and discrimination are seldom seen. Leaders carefully track and monitor behaviour incidents. If behaviour falls below expectations, including online behaviour, leaders take prompt action to address it.

p.2

Attendance and behaviour Expected standard

Generally, pupils have positive attitudes to learning. This helps to create classrooms where pupils can focus on their activities. Pupils know and typically demonstrate the school values in their interactions with others. Treating people with respect is a moral code that many pupils hold dear. Pupils know and trust that staff will help them with any worries or concerns. Those who need extra help in managing their emotions are supported well by caring staff.

p.2

Curriculum and teaching Expected standard

Since the last inspection, leaders have designed a curriculum that is ambitious and organised carefully from the Nursery Year through to Year 6. It sets out the important knowledge that pupils should learn and when this should be taught.

p.2

Curriculum and teaching Expected standard

Overall, the curriculum is taught as intended. In many subjects, teachers design learning activities that help pupils to build up their knowledge well over time. This includes essential knowledge linked to reading, writing and mathematics. However, writing opportunities beyond English are limited. When needed, teachers adjust their teaching to enable pupils with special educational needs and/or disabilities or other barriers to learning to access the same learning as their peers.

p.2

Curriculum and teaching Expected standard

Typically, teachers check on what pupils know and remember. They usually identify and address pupils’ misconceptions or gaps in their knowledge. However, this is more variable in key stage 2. At times, assessment information is not used as leaders intend. Some misconceptions and key gaps in pupils’ knowledge are not addressed in a timely manner. Furthermore, on occasion, the checks carried out by leaders have not identified or addressed this variability as promptly as they could.

p.3

Early years Expected standard

Leaders and staff have designed a curriculum in the early years that carefully builds up children's knowledge and skills. What children learn in the Nursery Year is carefully consolidated and extended when they join the Reception Year. The curriculum places a focus on ensuring that children develop the building blocks they need for the future in reading, writing and mathematics.

p.3

Early years Expected standard

Across the different areas of learning, activities help children to build on what they already know and to develop their independence. Staff use assessment information accurately to inform what they focus on when working with children. Through their interactions with children, staff ensure that they introduce and explain new and interesting words. A range of carefully selected books are also used to enhance children’s exposure to new vocabulary.

p.3

Early years Expected standard

When needed, staff make considered adjustments that enable children with special educational needs and/or disabilities to learn the same content alongside their peers. Staff successfully support children who need extra help in developing their communication and language.

p.3

Early years Expected standard

Children feel cared for and safe. This can be seen in the way in which they confidently seek out a member of staff when they are worried. By the time that children leave the Reception Year, they are typically well prepared for the demands of Year 1.

p.3

Inclusion Expected standard

Leaders have established effective approaches that identify the barriers to learning that pupils may have. These approaches are used well from early years through to Year 6. They ensure that, when needed, appropriate support is put in place from an early stage of a child’s education.

p.3

Inclusion Expected standard

Across the school, pupils with special educational needs and/or disabilities (SEND) typically receive support that helps them to succeed. Pupils with SEND are helped to develop their independence in readiness for moving to secondary school. Leaders have worked in close collaboration to ensure that pupils with an education, health and care plan are provided for well. Effective guidance and training for staff contribute to the effectiveness of support that pupils with SEND receive. Where alternative provision is used, leaders ensure that it complements the work of the school. Leaders have been highly effective in their use of the additional funding they receive for disadvantaged pupils through the pupil premium. The approaches taken by leaders have ensured that disadvantaged pupils attend school regularly. Purposeful use of the funding has also led to an improvement in disadvantaged pupils’ attainment in reading, writing and

p.3

Leadership and governance Expected standard

Since the previous inspection, leaders have prioritised appropriate actions for development and taken suitable action to bring about positive change. They have had a positive impact on improving the curriculum. Notably, leaders have been especially effective in improving the academic attainment of disadvantaged pupils so that they typically leave the school ready for the demands of Year 7. Leaders typically understand the strengths and areas for development within the school. On some limited occasions, the checks that leaders carry out in relation to curriculum and teaching have not identified or addressed elements of variability in a timely manner. The trust, members of the local governing body and school leaders have ensured that pupils with an education, health and care plan are appropriately supported in school. Decisions are made in the best interests of pupils.

p.4

Leadership and governance Expected standard

Established systems and processes provide trustees with an accurate understanding of the school’s work across different areas. This is used well to inform ongoing priorities. The local governing body carries out its duties effectively. This includes providing informed challenge and support to leaders regarding the school improvement priorities. Leaders ensure that staff are supported to manage their workload and wellbeing. The majority of staff are highly positive about the actions taken by the trust and school leaders regarding this area. Staff value the training and support they receive. This has contributed to the continued improvements for pupils since the last inspection.

p.4

Leadership and governance Expected standard

Many parents and carers are positive about what is provided for their children at the school. Those with children in the early years appreciate how staff support the transition into school life. Many parents state that they would recommend the school to others.

p.4