St Luke’s C of E Primary School in Salford underwent an inspection on June 12 and 13, 2024, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were also found to require improvement. The school had previously been rated as Good in its last inspection in March 2023.
Pupils at St Luke’s enjoy their time at school and take pride in the values of community and compassion that the school promotes. They learn to differentiate between right and wrong and understand the importance of treating others well. However, there are notable gaps in knowledge for some pupils, particularly those with special educational needs and disabilities, which hinder their achievement in various subjects, including English. Despite these challenges, pupils demonstrate good behaviour and a strong work ethic in lessons.
The school has made efforts to enhance pupils’ understanding of their role in the community through charitable activities, such as supporting a local food bank and raising funds for a school in Uganda. Pupils also participate in a variety of clubs, including sports, chess, and crafts, which contribute to their overall development.
Performance data from 2023 indicates that by the end of Year 6, pupils’ attainment in reading, writing, and mathematics was significantly below the national average. Factors contributing to this include missed school time due to the COVID-19 pandemic and weaknesses in the previous curriculum. In particular, gaps in writing knowledge from key stage 1 have resulted in some pupils entering key stage 2 without essential skills in spelling, letter formation, and punctuation. These gaps have not been adequately addressed, affecting the quality of written communication for some pupils.
While the school has taken steps to improve the curriculum across most subjects, weaknesses from the previous curriculum still impact pupils’ learning. In some areas, teachers lack the necessary subject knowledge to effectively deliver the revised curriculum, and the activities designed do not always deepen pupils’ understanding or connect their learning. This results in some pupils not achieving their full potential.
In the early years, children benefit from well-planned activities that support their personal, social, and emotional development. However, there are areas where staff are unclear about what children need to learn, particularly in developing vocabulary. This lack of clarity can hinder children’s spoken language development and their readiness for Year 1.
The school prioritizes phonics instruction, and staff effectively teach phonics while providing support for pupils who need extra help. Children develop a love for reading from an early age, but some staff do not consistently check for understanding of new vocabulary, which limits comprehension.
The school has effective systems in place to identify the needs of pupils with special educational needs and disabilities, ensuring they have access to the same curriculum as their peers. Behaviour in the early years is good, and pupils across the school learn with minimal disruption. The school has implemented strategies to reduce persistent absenteeism, which has shown positive results.
The governing body is aware of the areas needing improvement and has sought external support to address weaknesses. Staff have reported that their workload and well-being have been considered during recent changes to the curriculum and policies. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, while there are strengths in personal development and behaviour, significant improvements are needed in the quality of education and curriculum delivery to enhance pupil outcomes.
