North Walkden Primary School, located in Walkden, Manchester, underwent an inspection on March 20 and 21, 2024. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education is also deemed to require improvement, while behaviour and attitudes, as well as personal development, are rated as good. Leadership and management, along with early years provision, are identified as areas needing improvement.
Pupils express enjoyment in attending North Walkden Primary School, highlighting the friendships they have formed and their trust in the staff to address any concerns. They feel confident discussing their feelings and appreciate the care shown by the adults in the school, contributing to a positive atmosphere. The school promotes high expectations for behaviour, encouraging pupils to strive for excellence and take pride in their achievements, such as receiving awards for their efforts.
Despite the positive environment, the school has not yet achieved its aspirations for pupil achievement. A curriculum that builds knowledge securely over time has not been fully implemented, impacting the academic performance of pupils, including those in the early years. Additionally, some pupils with special educational needs and disabilities do not receive the necessary support to thrive academically.
Pupils value the extracurricular opportunities available to them, including clubs for debating, archery, calligraphy, and art. They take pride in their participation in community initiatives, such as collecting donations for local food banks and engaging in environmental projects. The school council members and other responsible pupils demonstrate a commitment to making a positive impact within the school and the wider community.
While the school has a clear vision for pupil achievement, it has struggled to fully realize this vision. The curriculum is organized logically from Years 1 to 6, but staffing instabilities in the early years have hindered improvements. Consequently, the early years curriculum does not effectively build on prior learning, leaving children less prepared for subsequent years.
In some subjects, pupils successfully build their knowledge and recall previous learning, providing a foundation for new content. However, in subjects like mathematics, misconceptions and gaps in knowledge are not consistently addressed, hindering some pupils' learning progress. The school has prioritized fostering a love of reading, with engaging book areas and initiatives to motivate pupils, but inconsistencies in the phonics program's implementation have affected some pupils' reading fluency.
Pupils with special educational needs are identified early and access the same curriculum as their peers. However, staff sometimes lack confidence in adapting their teaching to meet these pupils' needs, which can hinder their academic success. The school has recognized the importance of addressing low attendance rates and is taking steps to support affected pupils and their families, resulting in improved attendance for some.
The school fosters a respectful and caring atmosphere, with pupils demonstrating politeness and friendliness. The governors understand their responsibilities and support staff well-being, considering workload in policy reviews. Safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure that misconceptions and gaps in learning are addressed before introducing new content. The early years curriculum needs further development to clarify essential knowledge and vocabulary for children. Consistency in implementing the phonics program is crucial, as is equipping staff to meet the needs of pupils with special educational needs effectively.
