Saviour Church of England Primary School in Manchester underwent an inspection on May 17 and 18, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were similarly rated as Requires Improvement. This inspection follows a previous rating of Good in October 2021.
Pupils at Saviour Church of England Primary School appreciate the opportunities provided by staff, particularly the variety of extra-curricular activities available. They enjoy engaging in clubs such as fashion design and have had enriching experiences, including visits to a football museum. The school promotes values of being ready, respectful, and safe, which pupils embody in their daily interactions. They report feeling safe and happy in a calm and nurturing environment, and leaders have raised expectations for pupil behaviour, resulting in generally good conduct.
However, the curriculum lacks development, leading to inconsistent learning experiences across subjects. Expectations for pupil achievement are not sufficiently high in some year groups and subjects, particularly for those with special educational needs and disabilities. Consequently, pupils do not consistently learn and achieve to their full potential. While leaders have made strides in identifying key knowledge for different subjects and have structured the curriculum ambitiously, some teachers do not maintain high expectations, impacting pupil outcomes.
In certain subjects, teachers deliver the curriculum effectively, demonstrating secure subject knowledge and selecting appropriate activities that facilitate learning. However, this is not universally the case, as some staff lack the necessary subject knowledge to deliver lessons consistently well. This inconsistency results in pupils not reaching their potential in these areas. Additionally, leaders' assessment systems do not provide adequate information for teachers to gauge pupil learning effectively, leading to unchecked misconceptions and misunderstandings.
In the early years, while children settle quickly into school life, the curriculum remains underdeveloped. Teachers miss opportunities to enhance children's vocabulary and language skills, leaving some unprepared for the demands of Year 1. Leaders have established a clear system for identifying pupils with special educational needs, but expectations for their achievement are not high enough in some subjects, hindering their progress.
The school fosters a love of reading, encouraging pupils to explore a wide range of genres. However, the implementation of a new phonics programme has faced challenges, with some staff lacking secure subject knowledge and not delivering the programme consistently. This inconsistency affects pupils' reading fluency and confidence.
Pupils demonstrate positive attitudes towards learning, valuing their education and engaging in lessons without disruption. They treat each other and staff with respect, contributing to a supportive school culture. Leaders prioritize pupils' wider development, providing opportunities for musical education, author visits, and leadership roles through various councils.
While leaders and governors have a clear vision for the school, they have not ensured a consistently high-quality education for all pupils. Staff report feeling supported by leaders regarding their well-being. The safeguarding arrangements are effective, with staff vigilant in ensuring pupil safety and well-being. Overall, the school has areas of strength, particularly in pupil behaviour and personal development, but significant improvements are needed in curriculum delivery, teacher expectations, and assessment practices to enhance pupil learning outcomes.
