Fiddlers Lane Community Primary School in Irlam, Salford, underwent an inspection on 15 and 16 November 2022, resulting in an overall effectiveness rating of Requires Improvement. The school has faced challenges in various areas, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, which was rated as inadequate. This marks a significant decline from its previous inspection grade of Good in June 2017.
Pupils at Fiddlers Lane are generally happy and display kindness and good manners. They learn to appreciate diversity and understand the importance of respect. However, the early years curriculum is ineffective, leaving children poorly prepared for the transition to key stage one. This inadequacy leads to disruptive behaviors that hinder learning. In contrast, teachers in key stages one and two set clear behavioral expectations, allowing pupils to focus on their work. Despite this, the curriculum does not sufficiently enable all pupils to grasp and retain what they have learned, as teachers do not maintain high expectations for learning outcomes.
The school offers limited extra-curricular activities, primarily focusing on sports, which restricts opportunities for pupils to explore other interests and talents. While pupils generally feel safe, some exhibit disorderly behavior during unstructured times, although they express positive sentiments about their teachers and the handling of bullying incidents.
The early years curriculum fails to meet the developmental needs of children, neglecting their starting points and resulting in a poor foundation for future learning. Leaders are currently working on designing a more comprehensive curriculum for key stages one and two, but inconsistencies remain across subjects. In some areas, teachers lack clarity on the essential knowledge to be taught, impacting pupil achievement and understanding.
Where the curriculum is well-structured, teachers effectively support all pupils, including those with special educational needs and disabilities. However, in subjects lacking clear guidance, teachers struggle to create focused learning activities. Additionally, many curriculum leaders are new to their roles and have not received adequate training to lead effectively.
Reading has been prioritized, with older pupils enjoying various reading activities. Teachers have received training to deliver the early reading and phonics curriculum effectively, although there are instances where books do not align with the sounds pupils have learned, hindering reading progress. In the early years, ineffective routines contribute to behavioral issues that impede learning, while key stage one and two classrooms maintain a calm atmosphere.
Leaders have begun to improve systems for identifying the needs of pupils with special educational needs, but some still underachieve. Opportunities for extra-curricular engagement are limited, and while pupils learn to respect diverse views, their understanding of British values, such as democracy, is not as robust, leaving them less prepared for life in modern Britain.
Governors are aware of the school's challenges and are taking steps to address them, including strengthening senior leadership. Leaders are also mindful of staff workload and well-being, providing necessary support. The safeguarding arrangements are effective, with a strong culture of safeguarding established within the school. Staff are well-trained to identify and report concerns, and leaders collaborate with external agencies to support pupils and families.
To improve, leaders must design a more engaging early years curriculum that prepares children for future learning. The curriculum in key stages one and two needs further development to clarify essential knowledge for teachers. Additionally, staff should be trained to select appropriate activities that enhance pupil learning and ensure reading materials align with the phonics curriculum. Consistent expectations for behavior during unstructured times must be established to improve overall pupil conduct. Finally, a well-organized personal development program is necessary to prepare pupils for life in modern Britain.
