Atherton St George’s C of E Primary School, located in Atherton, Manchester, has recently undergone an inspection, with the overall effectiveness rated as good. The inspection took place on the 20th and 21st of June 2023, marking the school’s first routine inspection since the COVID-19 pandemic began. The school caters to pupils aged 2 to 11 and is part of The Wings’ CE trust, belonging to the Diocese of Manchester.
Pupils at the school express a strong sense of happiness and safety, which is a testament to the supportive environment fostered by the leadership. The school has implemented an ambitious and engaging curriculum that caters to all pupils, including those with special educational needs and disabilities. This curriculum is designed to encourage high expectations for achievement, and pupils respond positively, demonstrating a strong work ethic and a desire to excel.
The school places a significant emphasis on mental health, ensuring that pupils have access to support when they feel worried or overwhelmed. This focus on well-being is complemented by a culture of respect and care among pupils and staff. Incidents of bullying are addressed swiftly and effectively, contributing to a calm and welcoming atmosphere throughout the school.
Older pupils are given numerous opportunities to take on responsibilities, such as acting as ‘knights’ who perform various roles within the school community. The school also offers enriching experiences through initiatives like the ‘top-ten passport,’ which includes residential trips and theatre visits, enhancing the overall educational experience.
The curriculum is well-structured, allowing pupils to build on their prior knowledge as they progress through the school. Leaders have ensured that staff are adequately trained to deliver the curriculum effectively. Most teachers utilize assessment strategies to monitor pupil learning and address misconceptions. However, there are a few subjects where the clarity of content expectations could be improved, which may hinder some pupils' ability to connect new learning with prior knowledge.
The school has established effective systems to identify the needs of pupils with special educational needs in a timely manner, ensuring they receive appropriate support to access the curriculum alongside their peers. The phonics program is well-implemented, providing a consistent approach to early reading instruction. Staff select reading materials that align closely with the sounds pupils have learned, fostering confidence in their reading abilities. Nonetheless, there are instances where some staff may not identify pupils who are struggling with the phonics program, which can delay necessary support.
A strong emphasis on fostering a love of reading is evident throughout the school. Pupils engage with a diverse range of texts in class, sparking discussions about literary characters and themes. In the early years, children exhibit independence and enthusiasm for learning, demonstrating positive attitudes and minimal disruption during lessons. The school prioritizes attendance and punctuality, with pupils attending regularly.
Personal development is a key focus, with a comprehensive program of activities that educates pupils on important topics such as healthy relationships and physical health. Pupils possess a clear understanding of fundamental British values and the importance of respecting diversity. They are aware that discrimination is unacceptable and appreciate how the school’s values contribute to their respectful behavior.
Governance at the school is strong, with governors and trustees providing support and appropriate challenge to school leaders. Parents and carers are supportive of the school’s efforts to build strong community relationships, and leaders are attentive to staff well-being, taking steps to manage workload effectively.
The safeguarding arrangements at Atherton St George’s are effective, with staff well-trained in safeguarding practices. There is a culture of vigilance, and leaders maintain meticulous records. Strong relationships with parents and external agencies ensure that vulnerable pupils receive the necessary support.
To improve further, leaders should focus on enhancing staff skills in identifying pupils who are not keeping pace with the phonics program, ensuring timely support is provided. Additionally, in a few subjects, leaders need to clarify the content expectations to aid teachers in designing effective learning experiences that reinforce prior knowledge. Overall, the school demonstrates a commitment to providing a high-quality education and fostering a supportive environment for all pupils.
