Baguley Hall Primary School, located in Wythenshawe, Manchester, underwent an inspection on February 2 and 3, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, behavior and attitudes, and leadership and management also receiving similar ratings. However, the personal development and early years provision were rated as good, indicating some strengths within the school.
Pupils at Baguley Hall Primary School generally enjoy their time at the school, benefiting from supportive relationships with staff that contribute to their happiness and sense of safety. The school has implemented initiatives like the ‘worry safes’ to ensure that pupils feel comfortable sharing their concerns with adults. Incidents of bullying are addressed promptly by the leadership team, which is a positive aspect of the school’s environment.
While leaders have high aspirations for all pupils, including those with special educational needs and disabilities, these aspirations are not fully realized due to shortcomings in the curriculum design and delivery. As a result, pupils are not achieving to their full potential across various subjects, particularly in reading during key stage two. Staff are focused on developing pupils’ resilience, empathy, aspiration, confidence, and honesty through the ‘REACH’ program, and pupils participate in weekly celebrations to showcase their work.
The school has made efforts to involve pupils in leadership roles, such as school councillors and eco council members, allowing them to engage in initiatives like managing the school’s carbon footprint. Pupils also enjoy a range of trips, including residential visits, which enhance their educational experience.
Leaders have reviewed the curriculum and have made thoughtful decisions about what pupils should learn in most subjects. In some areas, the curriculum is implemented effectively, allowing pupils to build their knowledge through regular recaps and addressing misconceptions. However, in other subjects, there is a lack of checks on prior learning, which hampers pupils' ability to connect new concepts with what they have previously learned. This inconsistency leads to difficulties in recalling information and limits their overall achievement.
In contrast, the early years curriculum is well-structured, with staff providing tailored support to children, ensuring they are well-prepared for Year 1. Children develop essential listening and attention skills early on, which facilitates their readiness for phonics instruction. Phonics lessons are designed to build early reading skills, and additional support is provided for those who need it.
Despite these strengths, the teaching of reading for older pupils lacks sufficient focus on developing fluency and comprehension skills over time, which affects their ability to engage with the wider curriculum. Some older pupils, particularly those who struggle with reading, do not develop positive attitudes towards it.
The needs of pupils with special educational needs are identified early, and leaders provide guidance to support these pupils. However, this guidance is not consistently applied in key stage one and key stage two, leading to some pupils not achieving as well as they could.
Most pupils behave well in lessons and around the school, but weaknesses in the curriculum can lead to negative attitudes towards learning for some. Attendance remains a concern, with some pupils persistently absent, impacting their overall achievement.
Leaders have introduced additional experiences to broaden pupils' understanding of the world, including lessons on local and international news, which promote respect for diversity and prepare pupils for life in modern Britain. The school takes staff well-being into account when making decisions, and the governing body provides appropriate oversight and challenge to school leaders.
The safeguarding arrangements at Baguley Hall Primary School are effective, with staff trained to recognize and respond to safeguarding risks. Pupils receive education on safety, including healthy relationships and online safety.
To improve, the school needs to enhance its reading curriculum beyond early reading, ensuring that all pupils develop the necessary skills for fluency and comprehension. Additionally, staff should better utilize information about pupils with special educational needs to adapt their teaching approaches. Regular checks on understanding and opportunities to revisit prior learning should be implemented to strengthen pupils' long-term retention of knowledge. Finally, efforts should be made to improve attendance among pupils who are currently missing school.
