East Crompton St James Church of England Primary School, located in Shaw, Oldham, has been assessed as a good school following its inspection on November 3 and 4, 2021. The school provides a positive environment where most pupils express happiness and enjoyment in their learning experiences. During break times, students engage in various activities, including table tennis and cricket, and they particularly enjoy the outdoor climbing frame and tunnel. Educational trips, such as the Year 6 residential visit to Castleshaw, further enhance their learning.
Pupils feel safe at school and appreciate the support available for any worries they may have. They report that teachers effectively address issues of bullying and name-calling, fostering a respectful atmosphere where students behave sensibly and are polite to adults. The school encourages a culture of hard work, and pupils strive to meet the expectations set by their teachers. Their positive attitudes align with the school's ambition to promote mutual encouragement and support among peers.
The curriculum at East Crompton St James is well-structured, with teachers breaking down learning into manageable segments. This approach helps pupils achieve well across various subjects. In mathematics, for instance, students demonstrate a solid understanding of topics such as shape, time, and graphs, showcasing their ability to think critically and articulate their reasoning. However, there are areas where the curriculum could be more ambitious, particularly in a few subjects where the planning does not fully support the development of pupils' knowledge.
In the early years, the curriculum effectively builds foundational knowledge and skills. Staff engage children in hands-on activities, such as construction tasks, which promote problem-solving and critical thinking. The continuity of learning from the early years to Year 1 is a focus for leaders, especially in light of the disruptions caused by the COVID-19 pandemic.
Teachers are diligent in assessing pupils' learning and identifying any gaps in knowledge. Additional support in English and mathematics is provided to help students catch up. Reading is prioritized, with pupils in Year 6 demonstrating confidence in discussing various books and authors. The school has invested in creating inviting library spaces and maintaining a diverse selection of reading materials. However, some pupils, particularly those with special educational needs and disabilities, face challenges in reading fluently due to the difficulty of the books and gaps in phonics knowledge.
The school environment is characterized by minimal disruption during lessons, allowing pupils to focus on their work. They engage in thoughtful discussions on current affairs and learn about personal boundaries and social issues, contributing to their understanding of moral and cultural contexts. The school ensures that pupils have access to a variety of trips and experiences that broaden their perspectives.
Staff are supported in identifying pupils with special educational needs, and there is a strong commitment to ensuring these students are fully included in school life. The governing body plays an active role in supporting and challenging school leaders, ensuring a reasonable work-life balance for staff.
Safeguarding measures are effective, with leaders implementing systems to identify and manage risks. Teachers are trained to recognize and report concerns, and collaboration with external agencies is strong. Overall, while the school excels in many areas, there are opportunities for improvement in curriculum planning and reading support for some pupils, particularly those with additional needs. The school is committed to addressing these areas to enhance the educational experience for all students.
