Cheetwood Primary School, located in Cheetham, Manchester, has received a positive inspection report, reflecting its overall effectiveness as good. The inspection took place on July 16 and 17, 2024, and the school has maintained its good rating since the previous inspection. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
The school environment is characterized by warmth and respect, fostering positive interactions between pupils and staff. Pupils feel well cared for and actively engage in helping others, such as older students training as peer mediators. The school community takes pride in its diversity, celebrating cultural heritage and providing opportunities for pupils to explore their local area, which enhances their sense of belonging.
Pupils exhibit polite behavior, with considerate actions being commonplace. The school’s routines, established from the Nursery class, contribute to a calm and positive learning atmosphere, with minimal disruption during lessons. The commitment to providing pupils with a strong start in life is evident, as the school has made significant improvements to the curriculum since the last inspection. Consequently, pupils generally achieve in line with the school’s high expectations across most subjects.
Reading is a central focus of the curriculum, particularly important given that many pupils speak English as an additional language and join the school at various times throughout the year. The school provides robust support to help these pupils overcome reading barriers, and initiatives like the Reading Rangers encourage a love for reading among students. Early years pupils engage with stories, rhymes, and songs, preparing them for phonics instruction in Reception. The phonics program is well delivered, and most pupils become accurate and fluent readers. However, there are areas for improvement in key stages one and two, where some pupils do not build securely on their foundational skills in spelling, handwriting, and grammar, affecting their writing communication.
The school has prioritized staff development, particularly in subject leadership, which has led to a well-defined and ambitious curriculum. Staff involvement in the school’s improvement journey has fostered a culture of consultation and value. The school has also ensured that learning progresses logically from Nursery to Year Six, quickly identifying pupils with special educational needs and disabilities, as well as those who speak English as an additional language, to support their learning alongside peers.
Assessment systems are in place to monitor pupil learning effectively, although there are instances where staff do not utilize this information to inform future teaching adequately. This can lead to gaps in knowledge for some pupils, including those with special educational needs. The personal development program equips pupils with an understanding of the wider world and their local community, preparing them for life in modern society.
The school environment is orderly, with inquisitive and attentive pupils. Attendance is generally high, and the school works closely with families to address any attendance issues. The governing body, recently appointed, is focused on ensuring they have the expertise to support and challenge the school effectively.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve further, the school needs to address the weaknesses in spelling, handwriting, and grammar that hinder some pupils' writing abilities. Additionally, staff should be trained to effectively address identified gaps in pupils' knowledge across subjects, ensuring all pupils can acquire the necessary knowledge for success.
