Astbury St Mary’s CofE Primary School, located in Congleton, Cheshire, underwent its first inspection under the Education Act 2005 on March 7 and 8, 2023. The school has been rated as good in all areas, including overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school has not been previously inspected under this section, as it converted to an academy in February 2019.
Pupils express pride in attending Astbury St Mary’s and report enjoying their learning experiences. The welcoming atmosphere created by staff fosters positive relationships, contributing to a sense of happiness, care, and safety among students. Leaders maintain high expectations, and pupils strive to meet these standards, demonstrating good behaviour and hard work in lessons. The school supports all pupils, including those with special educational needs and disabilities, ensuring they achieve well.
The school community is close-knit, with older and younger pupils interacting positively during playtime. Pupils feel comfortable seeking help from staff, and any incidents of bullying are addressed promptly and effectively. Opportunities for leadership and responsibility are available through roles such as head boy, head girl, and team captains, with councils contributing positively to school life. Enrichment activities, including after-school clubs and community events, are well-received by pupils.
Leaders, supported by governors and trustees, have made significant efforts to enhance the curriculum, ensuring a broad and balanced range of subjects is offered. The curriculum is ambitious and thoughtfully designed, particularly in the early years, where a strong emphasis is placed on language and communication. Local history is integrated throughout the curriculum, making learning relevant and meaningful for pupils.
In most subjects, leaders have clearly identified the knowledge pupils should acquire and the sequence in which content should be taught. This structured approach helps pupils build on their existing knowledge and prepares them for future educational stages. However, in a few subjects, clarity regarding essential knowledge and the order of content delivery is lacking, leading to some uncertainty among teachers about what to teach and when.
Teachers generally design learning experiences effectively, selecting appropriate activities for pupils. For instance, early years children engaged in a ten-pin bowling activity that incorporated writing and basic arithmetic skills. Nonetheless, in some subjects, leaders have not ensured that teachers can confidently deliver all aspects of the curriculum.
Staff are well-trained in delivering the phonics programme, regularly assessing pupils' phonics knowledge to identify those needing additional support. This targeted assistance helps struggling readers catch up, and by Year 6, pupils demonstrate fluency and confidence in reading, enjoying both independent reading and being read to.
Leaders are adept at identifying the needs of pupils with special educational needs and disabilities, ensuring that teachers thoughtfully consider how to support these students in their learning journey. From the early years, children learn the importance of good behaviour and collaboration, fostering a respectful environment where disruption to learning is rare.
Pupils understand the significance of maintaining a healthy lifestyle, actively participating in physical activities such as using the school’s running track. Mental health sessions are also provided, helping pupils manage their emotions and behaviours effectively.
Staff express pride in their work at the school, appreciating the support from leaders regarding their well-being and workload. Governors are committed to ensuring a high-quality education for all pupils, understanding their roles and executing them effectively, with support from the trust.
The safeguarding arrangements at the school are effective, with a strong culture of safety established by leaders, governors, and trustees. Staff are well-trained and vigilant, knowing how to report concerns regarding pupil safety. The school collaborates with external partners to provide necessary support for families, ensuring pupils are educated on personal safety, including online safety.
To improve, leaders need to clarify the essential knowledge in a few subjects to ensure teachers are confident in their delivery. Additionally, subject leaders should enhance their monitoring of curriculum impact to support teachers in delivering the curriculum effectively. Overall, Astbury St Mary’s CofE Primary School demonstrates a commitment to providing a supportive and enriching educational environment for its pupils.
