St Luke’s CofE Primary School in Chadderton, Oldham, has recently undergone an inspection that has resulted in an overall effectiveness rating of good. The inspection took place on the 26th and 27th of September 2023, marking a significant improvement from the previous inspection, which rated the school as requiring improvement. The quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at St Luke’s enjoy their school experience, and both they and their parents have expressed appreciation for the recent improvements across various aspects of the school. The teaching has become clearer and more focused, contributing to a highly ambitious environment aimed at achieving success for all pupils, including those with special educational needs and disabilities. Most pupils are currently achieving well, reflecting the positive changes implemented by the school.
The school fosters strong relationships between pupils and staff, creating a community atmosphere where pupils feel safe and happy. They receive guidance and support from both their peers and teachers, which enhances their learning experience. Teachers maintain high expectations for behaviour, resulting in a calm classroom environment that allows pupils to perform their best. Pupils are noted for their politeness and confidence when interacting with visitors.
St Luke’s promotes an understanding of diversity and fundamental British values among its pupils. They engage in various responsibilities, such as participating in the school council, and benefit from a wide range of extracurricular opportunities, including sports and music. The school organizes day and residential trips that contribute to the broader development of its pupils. Parents have commented positively on the school’s ability to foster an environment where children can excel and grow.
The school has effectively collaborated with education professionals to secure improvements in the quality of education, successfully addressing a history of underachievement. These enhancements have positively impacted assessment results in reading, writing, and mathematics at key stage one. However, the legacy of staffing instability and the effects of the COVID-19 pandemic have influenced recent national assessment results at the end of key stage two.
The curriculum has been reviewed and is now ambitious for all pupils, including those with special educational needs. The school has clearly identified the knowledge that pupils should acquire and has structured learning steps from early years through to Year six. While most subjects are well organized, some areas require further development to ensure teaching is precise enough for pupils to learn and retain knowledge effectively.
Teachers regularly assess pupils’ learning to identify those needing additional support. However, in some subjects, the checks on curriculum implementation are less developed, hindering the school’s understanding of the curriculum's impact on pupils' long-term retention of knowledge. The school has introduced a phonics curriculum that effectively builds pupils’ reading skills, with teachers ensuring that reading materials match pupils’ phonics knowledge.
Pupils with special educational needs have their needs accurately identified, and detailed learning plans are implemented to ensure they can access the same curriculum as their peers. The school has made significant strides in improving attendance through effective partnerships with families and clear procedures. Pupils exhibit good behaviour and rarely disrupt their peers' learning.
The school has developed a robust program for personal development, covering essential topics such as equality and British values. Pupils learn the importance of respectful relationships and understand democratic principles. The early years provision supports children in settling into school life quickly, with strong relationships between the school and parents facilitating effective partnerships for children’s learning and welfare. The governing body has supported the school’s improvement efforts, and staff feel respected and valued. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils.
