|Name||Glodwick Infant and Nursery School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||06 February 2019|
|Address||Glodwick Road, Greater Manchester, OL4 1AJ|
|Religious Character||Does Not Apply|
|Number of Pupils||346 (50% boys 50% girls)|
|Number of Pupils per Teacher||18.8|
|Percentage Free School Meals||11.1%|
|Percentage English is Not First Language||91%|
Information about this school
Glodwick Infant and Nursery School is larger than the average-sized primary school. The school receives additional funding through the pupil premium funding for a lower than average proportion of disadvantaged pupils. The majority of pupils are from the Pakistani ethnic group and almost all pupils speak English as an additional language, the vast majority of whom are at an early stage of learning English. A very small number of pupils are from White British ethnic backgrounds. The proportion of pupils with SEND is above the national average. The school is split between two sites. The Nursery is a short distance from the main school building. The school provides a breakfast club on two mornings a week.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher, with the expert support of governors and senior leaders, ensures that the school’s vision for pupils to ‘be the best you can be’ is threaded through teaching and learning. Skilled and dedicated senior and subject leaders make sure that pupils make exceptional progress throughout their time in school. Staff are highly skilled in providing pupils with a warm and caring environment that greatly supports their personal development. Partnerships with parents and carers are outstanding. Parents receive opportunities each day to learn alongside their children. Almost all parents have very positive opinions of the school. Children get off to a flying start in early years and make outstanding progress from their starting points. This is because leadership is excellent, and teaching is highly effective. Classrooms are highly stimulating. Teachers provide pupils with a wide range of activities to challenge, excite and engage their thinking. Pupils with special educational needs and/or disabilities (SEND) make very strong progress from their starting points because they receive highly effective, personalised support. Pupils enjoy a broad, balanced and engaging curriculum that provides them with enriching experiences to develop their interests, skills and knowledge across a wide array of subjects. Pupils’ behaviour in lessons, around the school and on the playground is exemplary. Pupils are well mannered and keen to help others. They are happy and say school is a safe place to learn. Teachers and teaching assistants work exceptionally well together to ensure that work is accurately matched to pupils’ learning needs. Their high-quality teaching ensures that pupils have enthusiasm and a thirst for learning. Pupils clearly enjoy coming to school and have excellent attitudes to learning. However, despite the best efforts made by leaders, attendance rates for some groups of pupils remain below average. Too many pupils have extended periods of leave during term time. Leaders do not have complete confidence in their current electronic system for tracking pupils’ outcomes. As a result, it is sometimes difficult for them to use this system effectively to assess the progress that groups of pupils, such as those who are disadvantaged, are making.