Acre Hall Primary School, located in Flixton, Urmston, Manchester, has recently undergone an inspection on June 18 and 19, 2024. The overall effectiveness of the school has been rated as requiring improvement, alongside the quality of education, while behaviour and attitudes, personal development, and early years provision have been rated as good. The leadership and management of the school also require improvement. The headteacher, Colin Catherall, leads the school, which is part of the Bright Futures Educational Trust, overseen by CEO John Stephens and chaired by Daniel Rubin.
The school is characterized by a friendly atmosphere where pupils are encouraged to embrace their individuality. Students, including those with special educational needs and disabilities (SEND), arrive eager to learn, supported by the school’s values that promote respect for themselves, each other, and the environment. Despite recent curriculum changes leading to improved academic success for many pupils, some students do not achieve their full potential due to inconsistencies in curriculum delivery.
Pupils display a positive and resilient attitude towards learning, and their behaviour is commendable. The relationships formed between pupils and staff contribute significantly to their social and emotional well-being. Older pupils take on mentoring roles, such as reading buddies for younger students, fostering a supportive community within the school. Positions of responsibility, such as prefects and school councillors, are highly valued by pupils, who carry out these roles diligently.
Since the last inspection, the school has made significant strides in enhancing the quality of education. An ambitious curriculum has been established, with clear expectations for pupil achievement, including those with SEND. Staff receive regular, high-quality training, which generally enables them to design effective learning activities. However, there are instances where the activities do not adequately support pupils in acquiring knowledge confidently, hindering some students' learning.
In most subjects, staff are adept at identifying and addressing pupils' misconceptions. However, in a few areas, misconceptions are not resolved promptly, leading to persistent inaccuracies in understanding. The school has effectively monitored the impact of the curriculum in some subjects, addressing identified gaps in learning. In others, assessment information is not utilized effectively to inform future learning, leaving some gaps unaddressed.
A strong culture of reading is evident throughout the school, beginning in the early years, where children are introduced to a variety of books. Older pupils express enthusiasm for their favorite authors and stories. Staff are well-trained in delivering the phonics programme, ensuring that pupils who struggle with reading receive the necessary support to catch up quickly, resulting in most becoming confident readers.
Pupils with SEND are quickly identified and receive tailored support to access the same curriculum as their peers. However, they face similar challenges in the curriculum as other students. The school emphasizes the importance of attendance, with staff building strong relationships with families to maintain high attendance rates. Support is provided when attendance issues arise.
The school offers a broad range of opportunities for personal development, promoting tolerance and understanding among pupils. Enrichment activities, including trips to local attractions and various clubs, help develop pupils' talents. The commitment of trustees and governors to improving the school is evident, with a clear vision for its future. The well-being of staff is prioritized, with measures in place to manage workload effectively, contributing to a positive working environment.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. However, to improve further, the school must ensure that learning activities deepen pupils' understanding and that misconceptions are identified and addressed promptly. Additionally, the school should enhance its monitoring of the curriculum's impact on learning to facilitate necessary improvements. Overall, while Acre Hall Primary School has made commendable progress, there are areas that require focused attention to ensure all pupils achieve their full potential.
