St Chad’s Roman Catholic Primary School, located in Cheetham, Manchester, was inspected on November 29 and 30, 2023. The overall effectiveness of the school is rated as requiring improvement, with the quality of education also marked as requiring improvement. However, the behavior and attitudes of pupils, as well as their personal development, are rated as good. The early years provision is also considered good. This inspection marks the first under section five of the Education Act 2005 since the school became an academy in January 2021.
The headteacher, Donna Malcolm, leads the school, which is part of the Emmaus Catholic Academy Trust. The trust is overseen by CEO Daniel Copley and a board of trustees chaired by Catherine Anderson. Pupils express happiness at the school, appreciating the supportive relationships with staff who they feel genuinely care about their well-being. The school fosters an inclusive environment where all pupils feel accepted and valued. There are increasing opportunities for pupils to engage in school life, with older students taking pride in mentoring younger peers.
Despite the positive atmosphere, the school faces challenges in delivering a high-quality education. Weaknesses in the curriculum delivery have resulted in many pupils, including those with special educational needs and disabilities, not achieving their full potential. The trust is actively working to enhance the educational quality, with a clear understanding of the necessary improvements. The school has made strides in designing a more ambitious curriculum, clearly outlining what pupils should learn and when. Staff have received high-quality training in some subjects, leading to effective curriculum delivery, particularly in early years.
However, in other subjects, staff expertise remains underdeveloped, leading to mismatched activities that do not align with the intended curriculum. This results in gaps in pupils' knowledge and understanding. Reading has been prioritized, with effective phonics programs in place for early years and key stage one. While most pupils read accurately, some who struggle with reading do not receive sufficient practice to catch up, hindering their overall progress.
Assessment strategies to monitor pupil learning are not fully developed, leading to unnoticed gaps in knowledge. This complicates efforts to address missed learning, and some support provided to help pupils catch up is not as effective as intended. The school has improved its identification and assessment of pupils with special educational needs, but there are instances where staff do not utilize this information effectively to adapt their teaching.
In the early years, children quickly adapt to routines and demonstrate good social skills. Most pupils are eager to learn and attend school regularly, although the school is addressing attendance issues for a small number of pupils. The school has implemented a strong personal development program, promoting independence and respect for diversity, preparing pupils for life in modern society.
Leadership at the school has strengthened due to support from the trust, with trustees maintaining an honest view of the school's performance. Staff have responded positively to recent changes, noting that their workload has become more manageable. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. The school is aware of the areas needing improvement and is committed to enhancing the educational experience for all its pupils.
