Marland Hill Community Primary School

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About Marland Hill Community Primary School

Name Marland Hill Community Primary School
Ofsted Inspections
Headteacher Mrs Alex Pridgeon
Address Roch Mills Crescent, Off Roch Valley Way, Rochdale, OL11 4QW
Phone Number 01706647147
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 458
Local Authority Rochdale
Highlights from Latest Inspection


Marland Hill Community Primary School continues to be a good school.

What is it like to attend this school?

Pupils are proud to be part of this diverse school community. They enjoy learning about each other's cultures and religions. They spoke positively about how staff encourage them to treat everybody as they would like to be treated themselves.

Pupils feel happy and safe in the school. Those pupils who are part of the specially resourced provision for pupils with special educational needs and/or disabilities (SEND) (specially resourced provision) enjoy learning and playing alongside their peers. If pupils are unkind to each other, or when bullying happens, leaders act quickly an...d decisively to resolve it.

Pupils, including the children in the early years, have a real appetite for learning. They are eager to get involved in lessons. When pupils behave well, or try hard with their learning, they earn reward points to spend in the school shop.

This motivates them to do their best. Leaders have high expectations of pupils' conduct and achievement. Pupils rise to meet these expectations.

Older pupils take on responsibilities, for example they can be elected to the student council. Other pupils spoke positively about the actions that these pupils have taken to improve their school experience, for example by providing sports equipment for them to use at breaktimes.

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

Leaders have designed a curriculum that is broad and ambitious for all pupils.

They have thought carefully about how that curriculum reflects pupils' own experiences while also encouraging them to become curious about the wider world.

Subject leaders have identified the knowledge that they want pupils to acquire. Some subject leaders have done this in consultation with the early years staff.

Together, they ensure that the children in the early years build a secure foundation of knowledge.However, in some subjects, leaders have not thought carefully about how learning should build logically from the early years into Year 1 and beyond. In these subjects, the early years staff are not clear enough about the precise knowledge that children should have to ensure that they are well prepared for key stage 1.

Teachers have strong knowledge of the different subjects that they teach. Typically, they understand how pupils' new learning should build on what they already know. Teachers frequently check pupils' understanding.

If teachers identify misconceptions, they adapt their teaching to address them. This helps pupils to achieve well.

Leaders prioritise reading.

For example, pupils enjoy participating in the weekly 'star books' challenge. Leaders have a sharp focus on developing pupils' vocabulary. This helps pupils, including those who speak English as an additional language, to build rich subject-specific vocabularies.

In the early years, leaders provide an environment that is rich in language. Children enjoy retelling the stories that they have heard. From the start of the Reception Year, they begin to learn phonics.

Staff teach the phonics programme effectively. Pupils practise reading with books that match the sounds that they know. This helps them to learn to read confidently and fluently.

Staff are quick to identify any pupils who are struggling. Staff ensure that these pupils quickly receive the help that they need to catch up with their peers.

Leaders have robust processes in place for identifying any additional needs that pupils may have.

Leaders ensure that staff receive detailed information about how to give these pupils access to the curriculum. Pupils in the specially resourced provision benefit from expert support. Staff carefully tailor this to pupils' individual needs.

As they move through the school, these pupils spend increasing amounts of time learning in the classroom alongside their peers. They are actively involved in the wider life of the school. For example, they are proud to take on roles such as sports leaders.

Pupils with SEND achieve well.

Pupils, including children in the early years, behave sensibly in and around the school. Teachers cultivate calm and orderly classroom environments.

For example, they use non-verbal methods effectively to gain pupils' attention. Staff are alert to small indications that pupils might become distracted during lessons. Should this happen, they act swiftly to refocus pupils on their learning.

Leaders support pupils' personal development well. Pupils learn about the importance of keeping physically active and how to look after their bodies. For example, they learn first aid.

Leaders have thought carefully about how they can enrich the curriculum through trips and visits. For example, pupils spoke enthusiastically about undertaking a design project at another local school.

Governors know the school well.

They support leaders effectively in refining the quality of education that they provide. Most staff feel that leaders have due consideration for their workload and well-being.


The arrangements for safeguarding are effective.

Leaders ensure that all adults, including governors, understand that safeguarding is everybody's responsibility. Staff receive frequent '7-minute briefings' which help them to keep their safeguarding knowledge up to date. Leaders closely monitor the most vulnerable pupils.

They use robust systems and processes to ensure that they keep these pupils safe. Leaders work well with external professionals to secure appropriate and timely support for the pupils and families who need it.

Pupils learn about safeguarding through the curriculum.

For example, they can describe actions that they should take to keep themselves safe online. They know who to speak to if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders and early years staff have not thought carefully enough about what children need to learn in the Nursery and Reception classes.

This means that, in those subjects, children are not as well prepared for their key stage 1 learning as they should be. Senior leaders should ensure that subject leaders and staff in the early years are clear about the knowledge that children should have in order to get off to a flying start in key stage 1.


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

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 good in May 2018.

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