Marsh Green Primary School, located in Wigan, Lancashire, underwent an inspection on June 20 and 21, 2023. 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 receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
Pupils at Marsh Green Primary School express pride in their school, feeling welcomed by staff who greet them warmly each day. They enjoy a safe environment where they can share their concerns with trusted staff members. The school promotes high expectations for behavior, and most pupils respond positively, displaying good manners and extending a warm welcome to visitors. Instances of bullying are addressed promptly by staff, ensuring a supportive atmosphere.
While leaders aim for academic success for all pupils, some, particularly those with special educational needs and disabilities, do not achieve to their full potential. This is attributed to weaknesses in curriculum delivery in certain subjects, notably reading and mathematics. In contrast, the early years curriculum is well-designed and ambitious, leading to strong outcomes for children as they transition to Year 1.
Pupils appreciate the variety of extracurricular clubs available, including cricket, dodgeball, and football, and they actively participate in school decision-making through roles such as school councillors and peer mediators. Recent staffing instabilities have posed challenges for leaders in improving the curriculum, but recent stabilization has clarified their intentions for educational enhancement.
Subject leaders are aware of the strengths and weaknesses within the curriculum and have thoughtfully considered the knowledge and skills pupils should acquire. Teachers generally understand the content they need to deliver, although there are inconsistencies in how new learning is presented, particularly in mathematics. Some staff are still developing their expertise in designing effective learning experiences, which impacts pupil achievement.
In lessons, most pupils exhibit good behavior and engage actively with their learning. The school promotes a love of reading, with beautifully displayed books throughout the premises. However, as pupils progress, some struggle with reading fluency and confidence. To address this, leaders have introduced a new phonics program and provided training for staff, though some in Key Stage 1 are still developing their delivery skills.
In the early years and specially resourced provision for pupils with SEND, leaders effectively identify additional needs early on. However, this is not consistently the case for all pupils with SEND across the school. Staff have received training to support these pupils, but some lack confidence in adapting their teaching methods to meet diverse needs.
Pupils demonstrate a strong understanding of fundamental British values, recognizing the importance of healthy eating and exercise. They learn to care for their mental health and understand the diversity of family structures. Governors are knowledgeable about the school and actively support leaders in their efforts to improve educational quality.
Staff express pride in their work at the school and appreciate the support from leaders in managing their workload and maintaining a work-life balance. The safeguarding arrangements are effective, with a strong culture of safeguarding evident throughout the school. Staff are well-trained to recognize signs of risk and follow appropriate procedures to ensure pupil welfare.
To improve, the school needs to enhance staff expertise in delivering subject curriculums, particularly in mathematics, and ensure consistent delivery of the phonics program. Additionally, leaders should continue to support staff in adapting the curriculum for pupils with SEND and provide opportunities for pupils to recap and recall prior learning to strengthen their understanding.
