Wild Bank Primary School, located in Stalybridge, Cheshire, was inspected on June 18 and 19, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, personal development, and leadership and management also identified as needing improvement. However, the behavior and attitudes of the pupils were rated as good, and the early years provision was also deemed good.
The headteacher, Janet Postlethwaite, leads the school, which is part of the Victorious Academies Trust. The trust is overseen by CEO Karen Burns and a board of trustees chaired by Andy Hodgkinson. The school has a welcoming atmosphere where children, particularly in the early years, settle well and form strong relationships with staff and peers. Pupils are beginning to respond positively to the higher expectations set for their learning, although many still face gaps in their prior knowledge due to the recent introduction of various aspects of the curriculum.
The school offers some extracurricular activities, including art, construction, and sports clubs, which allow pupils to represent their school in competitions. Additionally, the school provides support for pupils to manage their social skills and mental health, including the involvement of a school dog named Odie. Pupils generally exhibit good behavior and positive attitudes towards their learning.
Despite the positive environment, the school faces challenges in its educational provision. The newly developed curriculum, while ambitious, has not yet fully addressed the impact of previous weaknesses. This is reflected in the 2023 national test results, which showed a significant decline in pupils' attainment in reading, writing, and mathematics at the end of key stage two. Many pupils continue to experience gaps in their learning, which affects their overall achievement.
In some subjects, particularly in the early years, the essential knowledge that pupils should acquire has been clearly identified. However, in many other subjects, the key content has not been sufficiently defined, leading to inadequate depth in teaching. This lack of clarity hampers pupils' ability to retain knowledge over time. While staff effectively assess children's knowledge in the early years, similar checks in key stages one and two do not adequately address gaps in prior learning, hindering pupils' progress.
The school has implemented a phonics program that is generally well delivered, enabling most pupils to read accurately by the end of year two. However, support for some pupils who struggle to keep pace with the program is insufficient, resulting in lower fluency and confidence in reading.
The school has systems in place to identify pupils with special educational needs and disabilities, but the effectiveness of support varies. Some pupils do not receive the necessary adaptations to access the curriculum fully, which limits their progress.
The school has made strides in improving pupil conduct, with students showing enthusiasm for learning and working well together. Attendance initiatives have also been effective, leading to reduced absence rates over time. The personal, social, health, and economic education program is coherent, helping pupils understand relationships and respect for diversity, although some aspects of learning in this area are not clearly defined.
Trustees are well-informed about the school's improvement efforts, and staff have embraced recent changes to the curriculum. They feel valued and are committed to the school's vision for future enhancements. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, while Wild Bank Primary School has strengths, particularly in pupil behavior and early years provision, significant work is needed to improve the quality of education and address the gaps in learning that many pupils face.
