St Paul’s Church of England Primary School in Brinnington, Stockport, underwent an inspection on May 14 and 15, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as needing improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. The previous inspection in February 2019 had rated the school as good.
Pupils at St Paul’s are generally happy and have formed strong friendships. They feel cared for by the adults in the school, which contributes positively to their school experience. The school has established clear rules that pupils follow well, and they engage cooperatively in activities during playtime. Pupils with complex needs receive additional support to help manage their emotions, allowing them to focus on their learning without distractions. Despite the supportive environment, some pupils do not achieve to their full potential due to unclear expectations regarding what they should learn in various subjects, particularly in reading.
The school offers a range of extracurricular activities that pupils value, such as music performances and interfaith events, which enhance their confidence and self-esteem. Older students particularly enjoy residential trips, and many pupils take pride in their roles on the school council, contributing positively to the school and local community through fundraising and community service.
While the school has made strides in improving the curriculum in certain subjects, it is still in the early stages of defining the specific knowledge that pupils need to acquire in others. This lack of clarity affects teachers' ability to deliver lessons that build on prior knowledge, leading to gaps in pupils' understanding. In subjects where the curriculum has been enhanced, teachers effectively use assessment strategies to monitor pupils' understanding and address learning gaps. However, this practice is not consistently applied across all subjects, resulting in uncertainty about what pupils know and remember.
The school prioritizes fostering a love of reading, particularly in the early years. Nursery children are introduced to stories and rhymes, and drama is used to make reading enjoyable. The phonics program in the Reception Year is well-structured, with staff trained to deliver it effectively. However, additional support for struggling readers is not sufficiently effective, leading to some pupils not achieving fluency in reading as quickly as they should.
Pupils with special educational needs and disabilities are identified early, and staff are well-trained to adapt the curriculum to meet their needs, ensuring they have access to the same learning opportunities as their peers. The early years foundation stage provides a positive start for children, fostering secure relationships and good behavior that continues into later years.
Despite the positive aspects, the school faces challenges with attendance, which is below the national average. The school has identified the reasons for high absence rates and is taking steps to support affected pupils and their families, resulting in improved attendance for some.
The school promotes personal development effectively, teaching pupils to respect differences and maintain healthy relationships. Engagement with local police helps pupils understand community responsibilities and safety. Governors fulfill their responsibilities appropriately, and staff appreciate the support provided for their well-being.
The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils. The inspection highlighted the need for the school to refine its curriculum in certain subjects and improve assessment practices to better support pupils' learning journeys. Regular and effective support for struggling readers is also essential to ensure all pupils can achieve their potential.
