Crumpsall Lane Primary School

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About Crumpsall Lane Primary School

Name Crumpsall Lane Primary School
Ofsted Inspections
Associate Headteacher Mr Philip Hughes
Address Crumpsall Lane, Crumpsall, Manchester, M8 5SR
Phone Number 01617403741
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 415
Local Authority Manchester
Highlights from Latest Inspection

What is it like to attend this school?

Crumpsall Lane is a friendly school where pupils, including those with special educational needs and/or disabilities (SEND), are encouraged to succeed. Pupils are happy learning and playing together with their friends.

Pupils who join the school other than at the usual times, including those from other countries, are warmly welcomed. They settle in quickly because they are well supported. All are valued members of the community.

Pupils benefit from the caring relationships that staff forge with them. Many pupils spoke of the kindness and patience of staff. They know that they are treated fairly.

Pupils have every confidence that staff will resolve any problem...s swiftly. This helps them to feel safe.

Pupils make every effort to meet the school's high expectations for their achievement and behaviour.

Pupils are polite and are willing to work hard. They take a keen interest in their learning and achieve well in many subjects.Pupils value the many clubs they can attend to nurture their interests.

They also enjoy the trips that they go on to enrich their learning. Pupils learn that they can make a positive difference by collecting donations for charities. They spoke with excitement about helping to serve elderly residents at social 'lunch and linger' events at a local church.

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

Over recent years, the school has worked decisively to tackle successfully the weaknesses identified at the previous inspection. Leaders have maintained a clear focus on addressing the most important priorities and a forensic approach to evaluating the effectiveness of their actions. This has resulted in a significant improvement in the quality of education at the school.

The school's curriculum is now broad and ambitious for all pupils, including those pupils with SEND. In most subjects, the important knowledge that pupils need to learn and remember has been carefully ordered so that new ideas build on pupils' previous learning. The design of the curriculum also allows pupils to connect ideas between different subjects.

This helps them to strengthen their understanding of important themes.

Most subject leaders have strong expertise. They provide valuable guidance for teachers on the most effective approaches to delivering the content of the curriculum.

This helps teachers to develop their subject knowledge. Typically, teachers explain new learning clearly and make careful checks on pupils' understanding. They offer plentiful opportunities for pupils to recall their prior learning and they quickly address misconceptions.

Consequently, in many subjects, pupils gain the knowledge and skills that they need in order to deepen their understanding over time and achieve well.In one or two other subjects, the curriculum guidance provided for teachers lacks clarity. The expectations of how different parts of the curriculums should integrate are not clear.

As a result, pupils lack sufficient opportunities to practise and apply their basic skills, particularly in terms of their written communication, and to expand their understanding of more difficult words. In these subjects, pupils do not achieve as well as they could.

Children in early years settle into school life quickly.

They listen attentively and respond well to the clear routines due to the warm encouragement of staff. Staff have high expectations for what children can achieve. The recently reviewed early years curriculum is designed to prepare children well for what they will learn in Year 1 and beyond.

Across the whole school, there is a high priority placed on pupils learning to read well. Children in the Reception class use their budding phonic knowledge to read and write sounds with confidence. Staff receive regular training and ongoing coaching to help them to deliver the clearly structured phonics programme effectively.

Teachers keep a careful check on pupils' progress and provide extra support for those pupils who fall behind. This ensures that most pupils learn to read accurately by the end of Year 2.

Many older pupils were eager to discuss some of the books they have enjoyed in class.

However, some pupils do not receive the support they need to develop their vocabulary. This hampers some older pupils' enjoyment and fluency in reading.

Leaders ensure that the needs of pupils with SEND are identified early.

Teachers deploy a range of effective approaches to ensure that pupils with SEND access the same ambitious curriculum as their classmates. Pupils with specific needs are ably supported by well-trained and knowledgeable staff.

From early years onwards, children display very positive attitudes towards learning and behave well.

This sets a strong foundation for the future. Pupils participate enthusiastically in their learning and take pride in their work. Their lessons are rarely disturbed so they can learn without interruption.

Pupils experience a wealth of carefully designed opportunities to extend their understanding of the wider world. Pupils have a strong appreciation of important British values and how these apply to their lives. They understand that people have different religions, backgrounds and families and that all deserve equal respect.

Pupils develop an increasing awareness of how to avoid risks in the community. They demonstrate a mature approach to discussions.

The school provides many opportunities for parents and carers to support their children's learning.

For example, parents are invited into workshops and their children's classrooms to help them better understand the school's curriculum.

Staff, including teachers at the early stage of their career, benefit from a rich diet of development opportunities. They appreciate that leaders are considerate of their workload and well-being when reviewing policies and procedures.

Governors have strong expertise and fulfil their statutory duties effectively. They are committed to ensuring that pupils continue to benefit from a high-quality education


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In one or two subjects, teachers lack guidance on how to deliver the curriculums effectively.

This hinders pupils' achievement in these subjects. The school should ensure that curriculum expectations are clear and that teachers are trained to deliver these curriculums effectively. This should ensure that pupils have sufficient opportunities to practise their basic skills and apply their knowledge with increased confidence and independence.

• On occasion, teachers do not ensure that pupils know the meaning of unfamiliar vocabulary. This makes it difficult for pupils to make sense of some spoken and written language. The school should ensure that teachers support pupils effectively to make meaning of more challenging vocabulary across subjects, including when reading.

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