Varna Community Primary School is a larger than average primary school located in Openshaw, Manchester, with a current enrollment of 469 pupils. The school has a diverse student body, with a significant proportion of pupils from minority ethnic groups, many of whom are bilingual or multilingual. The percentage of pupils entitled to free school meals is above average, and the school has an average number of pupils with special educational needs and disabilities, including those with education, health, and care plans.
The recent inspection conducted on November 26, 2019, confirmed that the school maintains its outstanding overall effectiveness judgment from the last section five inspection. This no formal designation inspection aimed to assess the quality of education in specific subjects, particularly languages, in outstanding primary schools. The findings highlighted the high priority given to languages at Varna Community Primary School, where pupils begin learning Spanish from Year 1 and continue through Key Stage 2. All pupils receive a weekly 45-minute lesson with a specialist teacher, ensuring inclusivity for those with special educational needs and disabilities. Additionally, some Year 6 pupils study French, and the school celebrates the diverse languages spoken by pupils at home through displays and assemblies.
The Spanish curriculum is ambitious, exceeding the national curriculum expectations, as pupils start learning the language earlier than the national standard. The curriculum emphasizes vocabulary retention, with the specialist teacher regularly revisiting vocabulary and practicing simple questions and answers. Pupils demonstrate a strong understanding of pronunciation and are exposed to increasingly complex reading texts and writing tasks as they progress through the school. By the time they leave, pupils achieve relatively strong results in Spanish, preparing them well for secondary education, including disadvantaged pupils.
However, the inspection identified a lack of precision in curriculum planning regarding grammar instruction. While pupils understand some grammatical concepts, such as gender and adjective agreement, the coverage of these concepts is not strategically planned. This leads to a reliance on memorizing set phrases rather than a comprehensive understanding of the language's structure. The specialist teacher effectively uses assessment to gauge pupils' vocabulary retention and comprehension of simple texts, employing various resources and strategies to enhance learning.
The commitment of the senior leadership team to languages is evident, as they have completed beginner courses in Spanish to better understand the subject's specific nature. This initiative has facilitated quality assurance of the curriculum and its delivery. The school has established links with a local secondary school's languages department to further improve Spanish instruction.
The inspection involved meetings with the headteacher, assistant headteacher responsible for the curriculum, and the specialist Spanish teacher. Observations of lessons in Years 2, 4, and 6 were conducted, along with discussions with pupils about their Spanish work. The inspector also reviewed a selection of pupils' work and evaluated the curriculum plans and policies for languages.
Overall, Varna Community Primary School demonstrates a strong commitment to language education, with effective teaching practices and a supportive learning environment. The school is well-positioned to continue fostering language skills among its pupils, ensuring they are well-prepared for future academic challenges. The dedication of the staff and the positive engagement of the pupils contribute to the school's ongoing success in delivering high-quality education.
