Cringle Brook Primary School

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About Cringle Brook Primary School

Name Cringle Brook Primary School
Ofsted Inspections
Executive Headteacher Mrs Lisa Vyas
Address 388 Slade Lane, Levenshulme, M19 2HT
Phone Number 01612481730
Phase Academy
Type Free schools
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 212
Local Authority Manchester
Highlights from Latest Inspection


Cringle Brook Primary School continues to be an outstanding school.

The head of school of Cringle Brook Primary is Helen Chase. This school is part of the Kingsway Community Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer (CEO), Lisa Vyas, and overseen by a board of trustees, chaired by Atiyah Malik.

What is it like to attend this school?

Pupils are extremely proud and happy to attend Cringle Brook Primary School. They thrive in the caring and supportive school community.

From their arrival into the Reception Year, staff teach children to be polite and kind towards each o...ther and to adults. Pupils behave in an exemplary manner across the school.

Pupils spoke about how their school motto, 'dream it, achieve it', inspires them to persevere to achieve their goals.

This is embodied in the exceptionally high expectations for achievement that the school has for pupils, which they rise to. They develop a thirst for knowledge that helps them to become keen and resilient learners. Pupils, including those with special educational needs and/or disabilities (SEND), achieve very well across a range of subjects.

Pupils are enthusiastic about the praise that they receive for their impressive attitudes to school life. They are proud to receive the prestigious 'star of the week' and 'friend of the week' awards. Pupils relish the many leadership roles available to them, such as being house captains, sports leaders or members of the eco-committee.

These responsibilities help pupils to make a meaningful contribution to their school and to the local community.

The school provides a variety of opportunities that support pupils to develop their talents and interests. For example, pupils visit television studios, museums, theatres, mosques and art galleries.

They also benefit from an extensive range of clubs, such as journalling, yoga, ukelele, dance and cricket.

What does the school do well and what does it need to do better?

The school ensures that pupils receive a high-quality education. Working with the trust, staff have designed an exciting and engaging curriculum that successfully deepens pupils' knowledge and understanding over time.

The curriculum identifies the precise knowledge that pupils should know and remember in each subject.

The school serves a diverse community. Many children who join in the early years speak English as an additional language.

Staff support these children to develop strong communication and language skills. This enables them to learn extremely well. The school also skilfully identifies and addresses the additional needs of pupils with SEND.

Staff swiftly address any barriers to pupils' learning. As a result, pupils with SEND progress well through the curriculum alongside their peers.

Staff development is prioritised by the school and the trust.

Appropriate training helps to build staff's confidence in checking carefully on how well pupils understand and remember what they have learned. Teachers skilfully adapt how they deliver the curriculum to address pupils' misconceptions as they arise.

Reading is at the centre of the curriculum.

Pupils are immersed in a broad range of high-quality and culturally diverse texts. They develop a deep and lasting love of reading. Pupils receive exciting rewards for reading widely and often, including from a book vending machine.

They have many special opportunities to enjoy stories with their friends in classrooms, the school library and outdoors. Older pupils are proud of their roles as librarians and reading buddies.

In 2023, the proportion of Year 1 pupils meeting the expected standard in phonics was lower than the national average.

However, the school identified the reasons for this and effective changes to the way phonics is taught have been made. Staff have been trained to deliver the phonics programme consistently well and with fidelity. Staff quickly identify pupils who fall behind and provide them with high-quality support to help them to catch up with their peers.

The school ensures that the books that pupils read from closely match the sounds that they already know. As a result, pupils learn to read fluently and with high levels of comprehension.

From the beginning of the early years, routines and expectations for behaviour are established well.

In classrooms, pupils sustain high levels of concentration. The school has been proactive in identifying the reasons for the decline in attendance rates for some pupils since the pandemic. It has taken effective action to provide support for pupils and their families.

As a result, attendance rates are improving.

Pupils benefit from a wealth of well-thought-out experiences that help to prepare them exceptionally well for life in modern Britain. For example, pupils discuss and consider topical issues with deep understanding and empathy.

They have an impressive understanding of equality. Pupils fully respect differences between themselves and others.

Trustees and governors assure themselves that the school's systems are working well.

They ensure that pupils continue to receive an outstanding education. Staff value the support that they receive. They appreciate how the school, trustees and governors make sure that their workload is manageable.

Staff are proud to work at the school.


The arrangements for safeguarding are effective.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in February 2017.

Also at this postcode
Cringle Brook Kids Club

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