Middleton Parish Church School, located in Manchester, has undergone an ungraded inspection on March 30 and 31, 2023. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating. The next inspection will be graded. The school has made significant strides in improving pupil achievement, particularly in the early years, by raising expectations and implementing a new curriculum that aligns with pupils' interests and needs. This curriculum has enhanced pupils' ability to learn and retain important knowledge.
Pupils generally express happiness at the school, appreciating the positive changes made by leaders, including the new curriculum and extracurricular activities. They feel supported by staff, who are approachable and responsive to their concerns. Initiatives like the lunchtime Chill and Chat sessions and a soft landing for pupils struggling at the start of the day contribute to a safe and nurturing environment. Behaviour expectations are high, and pupils typically behave well in lessons and throughout the school, with leaders effectively addressing any instances of bullying.
The school encourages pupils to engage in community support, as demonstrated by their participation in raising awareness for autism and contributing to local food banks. Pupils take pride in their roles, such as eco-councillors and school councillors. However, there has been a decline in performance in national assessments since the last inspection, particularly among pupils with special educational needs and disabilities. Leaders have recognized this issue and are taking urgent steps to improve outcomes.
The curriculum is well-structured and ambitious, with a focus on essential knowledge across subjects. Leaders have provided training for teachers to ensure they can effectively deliver the new curriculum. Teachers are aware of the learning gaps some pupils face and are working to address these through tailored teaching and catch-up sessions. Since the beginning of the school year, pupils have engaged well with the curriculum.
Phonics instruction has been enhanced, with teachers spending more time on new sounds and providing opportunities for consolidation. Most pupils are now reading accurately and fluently. However, some classes lack regular storytime, which affects pupils' enjoyment of reading and comprehension skills. Leaders are addressing this by creating an inviting book corner for pupils to explore.
The school has made progress in supporting pupils with special educational needs, but there are still areas for improvement. Some teachers do not fully understand how to meet individual learning needs, which can hinder the progress of these pupils. Additionally, communication with parents regarding their children's support needs could be improved.
Overall, pupils are more engaged in their learning, and positive behaviour is evident in classrooms. Older pupils enjoy philosophical discussions and participate in sports and life skills training. The school has faced challenges in governance, impacting its performance, but a new governing body is in place, and its effectiveness is yet to be evaluated. Staff feel supported by leaders, although high rates of absence have added pressure to the team.
Safeguarding measures are effective, with staff trained to recognize and report concerns. Leaders ensure that pupils understand how to keep themselves safe, including online safety and the risks associated with substance misuse. The school is committed to continuous improvement, focusing on enhancing the educational experience for all pupils while addressing the specific needs of those with SEND.
