Pott Shrigley Church School, located in Macclesfield, Cheshire, has been inspected recently, and the overall judgement remains good. The inspection, which took place on 16 July 2024, highlighted that while the school maintains a good standard, there are indications that a graded inspection might yield a lower rating if conducted now. The school is preparing for its next graded inspection.
Pupils at Pott Shrigley Church School are generally happy and feel valued within the school community. The school prioritizes the well-being and safety of its students, fostering a culture of respect and thoughtfulness among all members. Students are polite and engaged in their learning, demonstrating a desire to succeed. The school has strong ties with the local church, and students actively participate in community activities, including environmental initiatives through the eco club.
Since the appointment of a new headteacher, the school has undergone significant changes, raising expectations for student achievement. The curriculum has become more ambitious, benefiting pupils, including those in early years. However, there are still areas within the curriculum that require further development. In some subjects, the delivery of the curriculum does not align with the school’s intentions, which can hinder students, including those with special educational needs, from acquiring essential skills and knowledge.
The governance of the school has faced challenges, particularly during a turbulent period before the new headteacher's arrival. Governors have not consistently provided adequate support or challenge, leading to a lack of oversight in areas such as pupil achievement and curriculum development. Although improvements have been made, the systems for monitoring the school’s performance need to be more robust to enable governors to effectively support and challenge the school.
Staff morale is positive, with many appreciating the changes implemented to support their workload and well-being. The school has revamped several curriculum areas, clearly identifying the knowledge students are expected to learn in some subjects. Teachers effectively deliver these curriculums and utilize assessment strategies to gauge student learning accurately. However, in other subjects, particularly in early years, the curriculum content is less defined, leading to inconsistencies in delivery and assessment.
Reading has been emphasized in the school, with a diverse selection of high-quality texts being used to engage students. While many pupils receive appropriate support in reading, some struggle due to insufficient phonics knowledge, partly because of imprecise assessments by teachers.
Pupils generally exhibit good behavior and maintain strong relationships with adults in the school. However, attendance remains a concern, with some students not attending regularly. The school has initiated strategies to address this issue but has not yet thoroughly evaluated their effectiveness.
The identification of pupils with special educational needs has improved, allowing for more consistent support. The school also promotes pupils' wider development, ensuring they understand various religions and the importance of equality. Students have access to a range of extracurricular activities, including music, which they enjoy.
The safeguarding arrangements at the school are effective, ensuring the safety and well-being of all pupils. Moving forward, the school needs to enhance the systems for governance oversight, clarify curriculum expectations in certain subjects, improve assessment strategies, and evaluate attendance improvement strategies to ensure all pupils benefit from their education.
