Schools & FE · Report card

Boarshaw Community Primary School

Inspected 15 Sept 2026 · URN 105787

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Summary

No overall grade in this frameworkSafeguarding met

Usman Kothia (lead), Cole Andrew, Jake Nicklin

What we read, and from where

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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
Cole Andrew, Jake Nicklin, Usman Kothia
Postcode verified
M24 2PB
Name on report verified
Boarshaw Community Primary School
Safeguarding verified
Met
URN verified
105787

Page 1 of 15

Deep dive

What this report says

In plain English

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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.

+66Positivemore positive than 37% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyeffectivethriveenjoyambitioushighly effectivefeel safe

Criticismgapsconcernslimitedpersistent absencebelowabsence

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

Findings1498w+67
Leadership244w+81
Safeguarding51w−11
What needs to improve52w−33

Strengths

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Concerns

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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.

Leadership & governance51
“Leaders maintain high expectations for attendance and behaviour.” p.2
Parents & families17
“Communication with parents is highly effective.” p.3
SEND & inclusion14
“This warm, inclusive culture helps pupils attend school regularly.” p.5
Curriculum11
“The curriculum is ambitious and follows a logical order.” p.2
Teaching & assessment11
“Teachers deliver the curriculum effectively.” p.3
Progress & outcomes10
“Despite this, leaders continue to take effective action to improve the achievement of pupils across all phases of the school.” p.2
Behaviour8
“Leaders maintain high expectations for attendance and behaviour.” p.2
Communication & language8
“Communication with parents is highly effective.” p.3

Anatomy of the report

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

Pages: 15
Words of findings: 1,845; about usual (typical 1698)
Reading level: Hard; Flesch 34, typical 43
Average sentence: 11 words
Next steps: 2; typical 3
Hedged sentences: 1%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Boarshaw Community Primary School

Address: Stanycliffe Lane, Middleton, Stanycliffe Lane Middleton Manchester, MANCHESTER, M24 2PB Unique reference number (URN): 105787

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

Although the proportion of pupils meeting the expected standard at the end of key stage 2 remains below the national average, pupils generally achieve in line with their peers in similar schools. Disadvantaged pupils achieve similarly to disadvantaged pupils nationally. Despite this, leaders continue to take effective action to improve the achievement of pupils across all phases of the school.

p.2

Achievement Expected standard

Pupils make appropriate progress from their starting points, including those with special educational needs and/or disabilities. They recall previous learning and connect it to new knowledge securely. This prepares them well for the next stage of their education.

p.2

Achievement Expected standard

Pupils often join the school with significant gaps in their knowledge of reading, writing and numeracy. This includes an increasing number of pupils who join mid-year. Leaders’ actions to address these challenges are effective. Consequently, pupils acquire the skills needed to access learning across the broader curriculum.

p.2

Attendance and behaviour Expected standard

Leaders maintain high expectations for attendance and behaviour. Pupils and parents understand these expectations clearly. Leaders are acutely aware of how absences impact pupils’ education. They track attendance closely and respond to any absence patterns and trends. This includes monitoring disadvantaged pupils and those with special educational needs and/or disabilities. This rigorous approach ensures the most vulnerable pupils receive support to attend school regularly.

p.2

Attendance and behaviour Expected standard

While recent published figures show pupils do not attend school as often as the national average, there have been noticeable recent improvements. This is particularly true for vulnerable pupils.

p.2

Attendance and behaviour Expected standard

A positive culture permeates the school. Leaders have embedded routines successfully. This means pupils learn in a calm and purposeful environment. Pupils enjoy positive relationships with peers during social times. Leaders’ detailed knowledge of families enables them to respond to pupils’ needs appropriately. They work closely with external specialists to support pupils who face barriers to good behaviour. As a result, pupils learn to regulate their own behaviour using effective strategies.

p.2

Attendance and behaviour Expected standard

Leaders ensure bullying remains rare. Pupils are confident in reporting unkind behaviour. They know adults will deal with their concerns effectively.

p.2

Curriculum and teaching Expected standard

Leaders maintain an accurate understanding of the quality of the curriculum and teaching. This enables them to take appropriate action to improve teaching across the school. The curriculum is ambitious and follows a logical order. Teachers choose the key learning in each lesson carefully. Learning often reflects local themes familiar to pupils. This supports pupils to engage enthusiastically with their lessons.

p.2

Curriculum and teaching Expected standard

Teachers deliver the curriculum effectively. They demonstrate secure subject knowledge and link new concepts to what pupils have learned before. As a result, pupils remember key knowledge over time. Teachers check pupils’ understanding regularly. This enables them to refine their teaching and address any gaps promptly.

p.3

Curriculum and teaching Expected standard

Teachers make adaptations and provide additional resources. This ensures disadvantaged pupils and those with special educational needs and/or disabilities (SEND) access the full curriculum. This helps these pupils overcome barriers and progress in line with their peers.

p.3

Curriculum and teaching Expected standard

Leaders are aware that many pupils join with gaps in their foundational knowledge of reading, writing or mathematics. Leaders have developed an early intervention programme to address this. Trained staff deliver these sessions effectively. Leaders are determined to continuously improve this programme to close all gaps in basic literacy and numeracy.

p.3

Early years Expected standard

Leaders continue to monitor and refine the early years curriculum in response to children's changing needs. Leaders have identified gaps in children’s basic communication. They have adapted the curriculum to meet these specific needs. Their actions have been particularly impactful for children who do not speak English as a first language. The curriculum sets out clearly what children should know and remember across all areas of learning. This enables leaders to measure children’s progress accurately.

p.3

Early years Expected standard

Leaders use their knowledge of children's gaps in learning to design appropriate activities. Staff use specific vocabulary and careful questioning to support learning. They check understanding regularly and reshape activities when necessary. Additional support is firmly in place for children who need it, including disadvantaged children and those with special educational needs and/or disabilities. Reading remains a priority. Children build their knowledge of phonics securely. As a result, children gain the foundational knowledge required for the demands of Year 1.

p.3

Early years Expected standard

Staff possess detailed knowledge of children and their families. They support parents with a range of home-learning activities. Communication with parents is highly effective. This contributes to an overwhelmingly positive experience for families.

p.3

Inclusion Expected standard

Inclusion is central to leaders’ work. They are relentless in ensuring pupils with special educational needs and/or disabilities (SEND) and those facing other disadvantages receive the best possible provision. The school’s dedicated special educational needs unit supports pupils with the most significant needs. This ensures effective provision is in place for all pupils.

p.3

Inclusion Expected standard

Leaders identify pupils’ needs quickly and effectively. They review pupils’ knowledge and skills regularly to ensure appropriate support is provided. This happens in close collaboration with parents. Leaders’ support often extends to families. Leaders also ensure teachers use effective strategies to overcome barriers in the classroom. As a result, pupils overcome their barriers swiftly, including those faced outside of school.

p.3

Inclusion Expected standard

Leaders use pupil premium funding appropriately. They target support at the greatest areas of need. For example, nurture approaches, family support and specific interventions help pupils access the opportunities available at school. Leaders’ passion for inclusion permeates across all staff. This enables vulnerable pupils to feel a positive sense of belonging.

p.4

Inclusion Expected standard

Leaders work well with external agencies, including the local authority and children's social care. This ensures pupils receive support exactly when they need it. There are no pupils using alternative provision.

p.4

Leadership and governance Expected standard

Leaders hold a clear awareness of what works well and what needs further improvement. They respond to emerging challenges swiftly. For example, leaders have introduced a specialist unit to support pupils with special educational needs and/or disabilities. Leaders also identify and respond effectively to gaps in basic literacy and numeracy for newly arrived pupils. Consequently, provision across the school improves continuously.

p.4

Leadership and governance Expected standard

Governors fulfil their statutory duties diligently. They possess an accurate understanding of the school’s strengths and areas for development. The combined experience and expertise of the governing body enables them to challenge and support leaders effectively. Governors ensure leaders have the resources to implement plans, and they closely monitor the impact of these actions. This drives improvements in pupils' outcomes and experiences.

p.4

Leadership and governance Expected standard

Leaders’ collaboration with external agencies is a notable strength. They support other local schools by sharing good practice. Parents benefit immensely from the school's community feel. Leaders extend their support directly to families. For instance, they assist parents with food packs and Christmas gifts. Furthermore, leaders ensure parents requiring mental health interventions receive appropriate therapy.

p.4

Leadership and governance Expected standard

Leaders have established a positive culture of continuous professional development. All training is precisely tailored to whole-school priorities. Staff morale is high. Staff feel supported by leaders and agree the school is well led. Many staff members who arrived as new teachers have remained at the school for significant periods. As a result, pupils benefit from and build solid relationships with a consistent body of staff.

p.4