Unity Community Primary School, located in Cheetham Hill, Manchester, underwent an inspection on May 10 and 11, 2023. 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, as well as early years provision, were identified as areas needing improvement. The school previously received a good rating in its last inspection in April 2018.
Pupils at Unity Community Primary express positive relationships with their teachers, highlighting that the teachers are a significant strength of the school. Students feel safe and cared for, and recent efforts by leaders to raise expectations for behaviour have led to improvements in conduct across the school. While most pupils behave well, some reported experiences of bullying, which are addressed appropriately by staff.
Leaders have increased their aspirations for what pupils, including those with special educational needs and disabilities, will learn. New subject curriculums have been introduced, which are ambitious and well-designed for key stages one and two. As a result, pupils are beginning to achieve well in various subjects. However, the early years curriculum has not received the same level of attention, leading to gaps in knowledge and preparation for Year 1.
Pupils enjoy participating in sporting clubs and appreciate the reintroduction of trips and residential visits following the easing of COVID-19 restrictions. The school maintains a good quality of education for pupils in Years 1 to 6, with a broad and balanced curriculum that helps build knowledge over time. However, the early years curriculum lacks clarity regarding the specific knowledge children should acquire and the order in which it should be taught, resulting in inconsistent learning experiences.
Some leaders have not effectively monitored the implementation of subject curriculums, hindering their ability to evaluate the impact of new initiatives. This is particularly evident in the early years, where issues persist. In certain subjects, leaders have provided guidance on assessing pupil knowledge, but in others, teachers lack clarity on how to identify gaps in learning.
A new phonics programme has been introduced, positively impacting teaching practices. Staff are well-trained, and pupils are learning to read more fluently. Leaders ensure that pupils receive appropriate support to address gaps in phonics knowledge. Additionally, leaders are effective in identifying potential additional needs among pupils and securing necessary support.
Behaviour systems and routines have been improved, leading to positive changes in pupil conduct. Most pupils exhibit calm and sensible behaviour throughout the day. However, there are concerns regarding the maintenance of records related to bullying and low-level misbehaviours, which can hinder the identification of patterns and issues.
The school promotes personal development effectively, helping pupils understand physical health and fundamental British values. Pupils appreciate opportunities to celebrate diverse backgrounds through events like the annual international day. Leaders are considerate of staff workload and well-being, fostering a supportive environment.
Safeguarding arrangements are effective, with staff trained to recognize and report concerns. However, leaders need to strengthen checks on safeguarding records and procedures. The curriculum also addresses online safety.
To improve, leaders must focus on developing a well-structured early years curriculum that ensures children acquire foundational knowledge for future learning. There is a need for better oversight of curriculum delivery and clearer guidance on assessment practices. Additionally, leaders should enhance their evaluation of behaviour and safeguarding records to maintain a safe learning environment for all pupils.
