St George’s C of E Primary School in Salford, Greater Manchester, was inspected on 28 and 29 March 2023. The overall effectiveness of the school was rated as good, with similar ratings for the quality of education, behaviour and attitudes, personal development, and leadership and management. However, early years provision was noted as requiring improvement. The school has maintained a good rating since its previous inspection in February 2018.
Pupils at St George’s enjoy their time at school and appreciate the diverse cultural environment. They understand the expectations set by the leaders and staff, which include being ready, respectful, and safe. This understanding contributes to a positive atmosphere conducive to learning. The relationships between pupils and staff are warm, fostering trust and a sense of safety. Incidents, including bullying, are addressed promptly and effectively by the leadership team.
The school offers a variety of extracurricular activities, including sports clubs and enrichment afternoons, which help pupils explore new interests and talents. Leaders have high academic expectations and have worked to enhance the curriculum, enabling pupils to retain knowledge over time. As a result, pupils achieve well across a broad range of subjects. However, there are concerns regarding the early years curriculum, where some children do not learn as effectively across all areas, leading to uneven preparation for their next educational steps.
Leaders have thoughtfully designed a meaningful and engaging curriculum that supports all pupils, including those with special educational needs and disabilities and those who speak English as an additional language. Subject leaders are knowledgeable and ensure that teachers focus on essential learning objectives. Regular assessments in most subjects help pupils recall prior learning, facilitating the understanding of new information. However, in a few subjects, the assessment methods are still being developed, which affects the reinforcement of previous learning.
In the early years, there is a lack of sufficient guidance for staff, particularly in the Nursery Year, leading to missed opportunities for deepening children's knowledge. This has resulted in some inconsistencies in the development of the youngest children. Leaders prioritize reading, and pupils enjoy listening to teachers read. The selection of books encourages reflection on important issues, and most pupils develop positive reading habits. Staff are well-trained to support reading, ensuring that pupils read books appropriate to their reading levels.
The school effectively identifies pupils who may have special educational needs and provides necessary support, allowing them to engage fully in lessons. Behaviour in lessons is generally good, enabling a focused learning environment. Leaders prepare pupils well for life after primary school, encouraging them to aspire to higher education and engage in community activities.
Governors provide robust support and challenge to the leadership team, being aware of the school's strengths and areas for improvement. They are focused on enhancing attendance for pupils who are frequently absent. Staff appreciate the support from leaders in managing their workloads, although some subject leaders require more time to monitor the implementation of the new curriculum effectively.
The safeguarding arrangements at the school are effective, with leaders ensuring that staff are well-trained to identify and support pupils in need. Pupils are educated on how to stay safe in various situations, including online. Overall, while the school demonstrates many strengths, particularly in its academic expectations and supportive environment, there are areas, especially in early years provision, that require attention to ensure all pupils are well-prepared for their future education.
