Clayton-le-Moors Mount Pleasant Primary School, located in Accrington, Lancashire, underwent an inspection on 12 and 13 October 2022. The overall effectiveness of the school was rated as requiring improvement, while the quality of education, behaviour and attitudes, and personal development were rated as good. Leadership and management, however, were found to require improvement, and early years provision was rated as good. The school had previously received an outstanding grade in its last inspection in October 2008.
The inspection revealed that children in the early years quickly adapt to school routines and learn to manage their behaviour with minimal adult support, fostering independence and resilience. Pupils are generally happy and feel safe, demonstrating courtesy and strong relationships with adults and peers. They engage enthusiastically in learning, particularly in music, and participate in community activities, which broadens their experiences and fosters respect for diversity.
Despite the effective curriculum that captures pupils' interest and meets national standards, not all pupils achieve their potential. This is particularly evident among children and pupils with special educational needs and disabilities (SEND), as leaders do not consistently provide the necessary support. Expectations for these pupils are often low, hindering their progress.
The curriculum is broad and well-organized, allowing most pupils to build on their previous knowledge effectively. Teachers assess what pupils already know, which aids in their learning journey. However, there is a lack of guidance for teachers regarding the specific needs of pupils with SEND, leading to inconsistencies in how these needs are addressed. Consequently, some pupils with SEND do not receive adequate phonics instruction, impacting their reading development.
Reading is prioritized across the school, with staff well-trained in delivering the phonics program. Most children develop fluency in reading, enjoying a variety of literature by the end of key stage two. However, some pupils with SEND struggle with reading despite additional support, as gaps in their phonics knowledge are not adequately addressed.
Pupils exhibit high standards of behaviour and positive attitudes, contributing to a conducive learning environment. Attendance is generally good, but leaders need to ensure that all pupils with SEND attend regularly to enhance their learning experience. The school effectively supports pupils' personal development, instilling an understanding of rules and the importance of community contribution.
While staff feel supported by leaders, the effectiveness of leadership and governance is inconsistent. Leaders do not utilize available information to identify strengths and weaknesses within the school, which limits their ability to address pressing issues. Safeguarding arrangements are effective, with staff trained to recognize signs of risk. However, the systems for recording safeguarding concerns need improvement to identify emerging issues more effectively.
To improve, leaders and governors must enhance their use of information to make informed decisions about school priorities. They should provide clearer guidance to teachers regarding the needs of pupils with SEND to ensure these students can access the curriculum effectively. Addressing these areas will help the school to better support all pupils in achieving their potential and ensure a more consistent approach to education across the board.
