St George’s CofE Primary School

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About St George’s CofE Primary School

Name St George’s CofE Primary School
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mrs Carolyn Divers
Address Stamford Street, Mossley, Ashton-Under-Lyne, OL5 0HT
Phone Number 01457832496
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Local Authority Tameside
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Pupils are proud to be part of this school community, which is celebrating its 150th anniversary this year. Pupils said that they enjoy coming to school every morning.

They are happy at the school because their teachers are kind and staff know them well. They feel safe because they trust adults to resolve any problems they may have. Staff deal with any occasional acts of unkindness or bullying swiftly.

Pupils behave very well during assemblies and around the school site. The playground is a happy place to be. It is full of smiling faces.

Older pupils are keen to support younger children as playleaders in the key stage 1 yard.

Leaders are passionate a...bout giving all their pupils the best start in life, including those with special educational needs and/or disabilities (SEND). Pupils respond with enthusiasm to these high expectations.

In lessons, pupils listen carefully to their teachers and try hard. Children and pupils make good progress through a well-planned curriculum.

Pupils benefit from a variety of trips out of school, which enrich their learning in lessons.

Year 6 pupils spoke enthusiastically about a recent visit to York to learn about the Vikings. Other year groups, including children in Reception, visit places in the locality to broaden their learning of the arts, sciences and different religious faiths.

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

Leaders and governors are, rightly, proud of the steps they have taken to ensure that the curriculum across all subjects is ambitious.

Pupils, including those with SEND, follow a broad range of subjects. Leaders have thought carefully about how topics and concepts within these subjects are linked, so that pupils can make connections in their learning. The curriculum in the early years is carefully designed so that children are well prepared for the key stage 1 curriculum and beyond.

Overall, teachers deliver the curriculum well. Pupils are confident in recalling much of their learning across a range of subjects. However, in a small minority of subjects, there is some inconsistency in the way the curriculum is delivered by teachers.

This is especially the case at key stage 2. As a result, in these subjects pupils are not as secure in their understanding of some of the key concepts essential for their future learning.

Teachers in Reception and key stages 1 and 2, in most cases, present information clearly.

They are confident in their subject knowledge. Teachers know their pupils very well and check regularly to make sure that pupils are understanding what has been taught. Staff provide effective support for any pupils who find learning difficult.

Governors and leaders recognise the importance of developing pupils who are strong readers. In recent years, they have made significant changes to the phonics curriculum so that pupils, including those with SEND, are more confident and fluent readers. Staff are quick to spot those pupils who struggle to read.

They provide skilful support to these pupils. This helps them to catch up with their peers. Pupils told inspectors that they enjoy reading widely and often.

Pupils have responded very enthusiastically to the challenge of reading each year the 'top ten books' recommended by their teachers. In this way, pupils are exposed to a wide range of high-quality books.

Leaders and governors have high aspirations for pupils with SEND.

Leaders identify these pupils' needs quickly. They provide staff with information they need to make sure that all pupils with SEND are supported in lessons. Staff know each pupil with SEND well and use appropriate strategies to help them to succeed.

Low-level disruption is rare. In almost all lessons, pupils concentrate well and respond quickly and efficiently to the instructions of their teachers. Pupils are enthusiastic about their learning and about the wider opportunities school provides.

In the Reception Year children settle quickly and soon learn the routines and rules of the school day. They make good use of the well-resourced Reception classroom and outside area.

Leaders are determined to ensure that all pupils have a wide range of opportunities at the school.

They have devised an enrichment programme called '11 experiences before 11' to provide all pupils, including those with SEND, with a rich set of cultural, social and leadership experiences. These experiences enhance pupils' learning and prepare them well for life beyond primary school. The opportunities provided for personal development prepares pupils to be responsible citizens.

Pupils in Year 6 spoke with confidence about what they had learned in personal, social and health education lessons about friendship, tolerance of difference and helping others who are less fortunate.

Staff know that in a small school such as St. George's Church of England Primary School they have to take on many varied roles.

They do this willingly. Staff work well together as a team. They appreciate the various ways governors and staff have tried to reduce their workload.

Governors are well informed. They take a close interest in all aspects of the school. They also think strategically.

Recently, they have thought carefully about how to ensure that the school continues to thrive in years to come.


The arrangements for safeguarding are effective.

Leaders take their safeguarding responsibilities very seriously.

The strong culture of safeguarding at this school is underpinned by staff's expert knowledge of the children, pupils and their families. Staff are well trained to spot the signs that any pupils may be at risk of harm. They inform senior staff quickly so that children and pupils can get the timely help that they need.

Leaders work effectively with external agencies to ensure that pupils and families receive the early help they may need.

Pupils are taught how to keep themselves safe. Pupils told inspectors about their recent lessons on keeping safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small minority of subjects there is variation in the implementation of the curriculum. As a result, pupils do not learn some of the key information essential for future learning. ? Leaders should ensure that there is greater consistency in the delivery of these subjects across key stages and year groups so that that pupils' knowledge and understanding of key concepts in these subjects is secure.

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