Rectory Church of England Primary School, located in North Ashton, Wigan, underwent an inspection on April 30 and May 1, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas of the quality of education and personal development also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, as well as in leadership and management, and early years provision.
The inspection highlighted that children in the early years receive a positive introduction to school, learning essential routines that foster collaboration and play. The school effectively prioritizes pupils' mental well-being, and students exhibit kindness and care towards one another. Both pupils and staff have responded positively to the new behavior management approach, with most students displaying positive attitudes towards learning and feeling safe within the school environment.
While the school has high expectations for pupils, particularly in English and mathematics, it faces challenges in other subjects due to significant gaps in pupils' knowledge stemming from previous curriculum weaknesses. The curriculum in many subjects is newly implemented, and as a result, pupils are not as well prepared for the next stages of their education as they should be. Outdoor learning is valued, and pupils have opportunities for trips and visits, but the limited range of extracurricular clubs restricts their ability to explore and develop their talents and interests.
The school has made strides in improving its curriculum, designing a broad and ambitious framework for all pupils, including those with special educational needs and disabilities. Decisive actions taken by the school are beginning to positively impact pupils' learning, although the implementation of new curriculums remains a work in progress. Achievement across subjects is uneven, with some areas showing more progress than others.
In certain subjects, the school has effectively broken down curriculum expectations into manageable learning steps, and teachers have received focused training to enhance their delivery of revised curriculums. This has enabled them to identify knowledge gaps more effectively and design targeted learning activities. However, in several other subjects, the school is still in the early stages of defining the specific knowledge pupils need, which limits teachers' guidance and hampers pupils' progress.
The early years curriculum lays a solid foundation for future learning, with staff engaging children in meaningful discussions that promote critical thinking and imaginative play. Children in the nursery benefit from learning about letter sounds, which prepares them for phonics instruction in reception. The school identifies barriers to learning for pupils with special educational needs and provides tailored support to help them succeed.
Pupils understand behavioral expectations, and the recently introduced rewards system encourages positive behavior. The school effectively supports pupils who require additional help in managing their emotions, resulting in minimal disruption to learning. Pupils are educated on online safety, healthy eating, and positive relationships, but the school needs to broaden its approach to personal development by providing richer experiences that foster leadership skills and community engagement.
Governors play an effective role in supporting and challenging the school to enhance educational quality. They recognize the workload challenges faced by staff in a small school undergoing significant changes. The safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must identify key knowledge that pupils should learn in various subjects, ensuring teachers have clear guidance to address knowledge gaps. Additionally, the school should enhance its curriculum to support broader personal development, providing pupils with diverse experiences that prepare them for adult life.
