St Mary’s CofE Primary School in Moston, Manchester, has been inspected recently, and the overall judgement remains good. However, the evidence suggests that if a graded inspection were conducted now, the results might not reflect the same level of quality. The next inspection will be a graded one, which will provide a clearer picture of the school's performance. Pupils at St Mary’s enjoy a strong sense of community, fostering warm relationships with both staff and peers. This supportive environment contributes to their sense of security and confidence. Generally, pupils behave well, treating each other with kindness and respect, and they appreciate the recognition they receive for their achievements through certificates and rewards.
Despite the positive atmosphere, there are areas within the curriculum where pupils do not achieve to their full potential. The school is actively working to address these weaknesses, seeking guidance from external agencies. However, many of these initiatives are still in the early stages, and their impact has yet to be fully realized. Pupils take pride in leadership roles that benefit both the school and the local community, such as participating in the ‘urban crew’ to maintain a tidy environment and engaging with local care homes through singing and games. They also raise funds for various causes, demonstrating their commitment to community involvement.
The governing body collaborates closely with the school, participating in events and making regular visits. However, there is a noted lack of strong oversight regarding all aspects of the school's development. For instance, governors have not ensured that the curriculum meets all national standards, which has limited the breadth of knowledge that older pupils acquire over time. In the early years, staff have implemented a well-structured curriculum that effectively promotes learning and prepares children for key stage one. Unfortunately, this level of planning is not consistently applied in other subjects further up the school, where the school has not clearly defined what pupils should know and remember.
Staff generally possess strong subject knowledge, enabling them to deliver the curriculum effectively. They employ appropriate strategies to assess pupils' learning and provide timely support to address misconceptions. The school gathers comprehensive information about children upon their entry, allowing for tailored support that helps them settle quickly. Additionally, the school accurately identifies the needs of pupils with special educational needs and disabilities, providing helpful strategies to overcome learning barriers. However, there are instances where staff do not maintain high expectations for these pupils, which can hinder their progress.
Children in the Nursery develop their communication and language skills through engaging with stories and rhymes, preparing them well for the phonics programme. The school monitors attendance closely and takes prompt action to address any declines, resulting in high attendance rates among pupils, including those from disadvantaged backgrounds. Pupils generally meet the high expectations set by staff regarding behavior, learning strategies to manage their emotions effectively.
The school has designed a comprehensive programme for pupils' wider development, covering essential topics such as personal safety and health. Opportunities for talent development are abundant, with events like an annual arts festival and various sports and musical activities. Staff appreciate the measures taken to reduce unnecessary workload, contributing to a positive working environment. The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. Overall, while St Mary’s CofE Primary School demonstrates many strengths, there are areas for improvement, particularly in curriculum breadth and the expectations set for all pupils.
