Audenshaw Primary School, located in Manchester, underwent an inspection on 10 and 11 October 2023. The overall effectiveness of the school was rated as requiring improvement, while the quality of education was deemed good. However, areas such as behaviour and attitudes, personal development, and leadership and management were identified as requiring improvement. The early years provision received a good rating, reflecting a positive start for younger children.
The school is committed to the success of all pupils, including those with special educational needs and disabilities. Pupils generally achieve well and express enjoyment in school activities, particularly weekly assemblies that celebrate their learning successes. They also appreciate opportunities to share their achievements with parents and carers during termly events. Most pupils demonstrate good behaviour during social times and build positive relationships with peers. However, some disruptions occur during lessons, affecting the learning environment.
Concerns regarding bullying were raised by some pupils and parents. While incidents of bullying are reported to staff and typically addressed effectively, the school acknowledges the need for ongoing vigilance in this area. Although pupils feel safe at Audenshaw Primary School, inspectors noted minor shortcomings in safeguarding arrangements, particularly regarding the comprehensiveness of safeguarding records. Despite this, pupils are not considered at risk of harm.
The school offers a variety of enriching experiences that enhance learning, including trips to local theatres and adventurous outdoor activities for Year 6 pupils. Additionally, pupils can engage in various extracurricular activities, such as sports clubs and the school choir, which contribute to their personal development.
The school has effectively utilized external expertise to develop a broad and balanced curriculum, particularly in the early years. The curriculum is designed to ensure that children acquire knowledge through diverse experiences, preparing them well for Year 1. In key stages 1 and 2, teachers create learning opportunities that effectively develop pupils' knowledge across most subjects. They are well-trained to support all pupils, including those with special educational needs, ensuring that these students access the same curriculum as their peers.
Teachers conduct careful assessments of pupils' learning, quickly addressing misconceptions and providing necessary support. The school has implemented an effective reading program that enables pupils to develop their reading skills rapidly. However, it recognizes that older pupils have not had access to a sufficiently wide range of reading materials, prompting recent improvements to the English curriculum.
Despite these strengths, the school has not established a consistent culture of high expectations for pupil behaviour. This inconsistency has led to disruptions in learning for some students. Additionally, staff have not been adequately supported in managing disruptive behaviour, leaving some pupils concerned about the consequences of their actions.
The early years curriculum effectively integrates learning about the wider world and life in modern Britain, supporting children's personal development. However, this integration is less consistent for older pupils, who may not receive comprehensive education on important themes such as personal safety and diversity. The school lacks a clear approach to delivering this knowledge.
Furthermore, the school does not rigorously evaluate the quality of education provided to pupils. Governors lack sufficient information and expertise to hold the school accountable for certain aspects of its performance, hindering the identification and addressing of weaker practices.
Most staff feel valued and supported, appreciating ongoing training and development opportunities. They report that school leaders consider their workload and well-being. Parents generally express satisfaction with the information provided about their children's learning and progress, particularly in the early years.
The safeguarding arrangements are effective, with well-trained staff who recognize and report concerns. However, the inconsistency in recording safeguarding concerns limits the school's ability to evaluate the effectiveness of its practices.
To improve, the school must ensure that all pupils behave consistently well, promoting high expectations for behaviour in key stages 1 and 2. The programme for wider personal development needs to be better defined to ensure that pupils learn essential topics. Additionally, the school should enhance its record-keeping for safeguarding concerns to facilitate effective evaluation. Finally, the governing body must gain sufficient oversight of the quality of education to provide appropriate challenge and support for improvement.
