Wigan St Andrew's CofE Junior and Infant School was inspected on 16 and 17 April 2024, and the overall effectiveness was rated as requiring improvement. The quality of education, behavior and attitudes, leadership and management, and early years provision were all found to require improvement, while personal development was rated as good. The school has recently raised its expectations for pupil learning, particularly for those with special educational needs and disabilities. Some progress is being made, especially among younger pupils, but older pupils have not achieved as well as expected, particularly in English and mathematics, where their attainment is below the national average by the end of Year 6. This is partly due to historical weaknesses in curriculum design and delivery, which are being addressed.
Pupils enjoy the wider opportunities available at the school, including various sports clubs and the chance to learn a brass instrument, culminating in a performance as part of a brass band. They feel happy and safe, with positive relationships with their classmates and teachers. However, lessons are sometimes disrupted by the behavior of others, and while pupils appreciate the nurture room for emotional support, the school is still working on improving behavior management.
The school has introduced changes to its curriculum to provide a broader and more balanced education. New subject curriculums are designed to break down knowledge into manageable steps, which is beginning to help teachers deliver content more effectively. However, the implementation of these curriculums is inconsistent, and some teachers lack the necessary subject expertise, leading to gaps in pupils' knowledge and understanding.
The early years curriculum is still being developed, with some areas poorly defined. There is a lack of strong connections between what children learn in Reception and their future learning in Key Stage 1, which affects their readiness for Year 1. The school is also working on improving its assessment strategies to better identify and address gaps in pupils' learning.
While the school identifies some pupils with special educational needs early and provides appropriate support for those with complex needs, others are overlooked and do not receive the necessary help. The school is developing its approach to promoting a love of reading, with some improvement noted in phonics screening results, but the phonics program is not consistently well delivered.
Pupils are being prepared for life in modern Britain, with exposure to diverse cultures and the development of safe, healthy relationships. The school is redefining its behavior expectations, but inconsistencies in behavior management lead to disruptions in learning. Attendance strategies are in their early stages, but most pupils attend regularly.
Governors are effective in their roles, providing strategic direction and challenge. They have managed recent leadership changes appropriately and have the capacity for further improvements. Staff appreciate the support from interim leaders in managing their workload.
The safeguarding arrangements are effective, ensuring a safe environment for pupils. To improve, the school needs to finalize its early years curriculum, ensure consistent implementation of subject curriculums, enhance behavior management strategies, and provide better support for pupils with special educational needs. Addressing these areas will help the school improve its overall effectiveness and better support its pupils' learning and development.
