St Saviour CofE Primary School, Ringley

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About St Saviour CofE Primary School, Ringley

Name St Saviour CofE Primary School, Ringley
Ofsted Inspections
Headteacher Mr Jonathan Moorhouse
Address Fold Road, Radcliffe, Manchester, M26 1EU
Phone Number 01204333437
Phase Primary
Type Voluntary aided school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 208
Local Authority Bolton
Highlights from Latest Inspection

What is it like to attend this school?

Treating others in the same way that you would like to be treated yourself is a school value that pupils embrace at this friendly school. Pupils pride themselves in being respectful, kind and helping to create a school where everyone is made to feel welcome. This helps pupils to feel happy.

Pupils are keen to follow adult instructions and to live up to the high expectations of behaviour that the school has. Children in the Reception Year quickly learn the rules and routines which help them to learn well in school. Older pupils act as positive role models and friends to their younger peers.

The school is ambitious for pupils, including those with special educational ne...eds and/or disabilities (SEND). Pupils embrace the learning opportunities that the school provides for them. They are keen to learn and many pupils achieve well during their time at the school.

Pupils benefit from various leadership opportunities. Different school tribes help improve aspects of school life such as the curriculum or the eco friendliness of the building. Pupils take on responsibilities such as looking after the school fish or being class monitors.

These experiences show pupils what it means to be a positive member of a community.

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

The school's curriculum is ambitious for all pupils, including those with SEND. The school has effective systems in place that identify the additional needs of pupils with SEND.

Carefully considered support and resources help pupils with SEND progress well through the school's curriculum.

In most subjects, teachers check on what pupils know and remember from previous learning. High-quality training helps teachers to design learning activities that effectively build on what pupils already know.

Across many subjects, pupils develop a deep body of knowledge and are well prepared for the next stage of education.

The school has very recently introduced a new curriculum in a small number of subjects. In these subjects, some pupils have gaps in their knowledge as a result of weaknesses in the previous curriculums.

These gaps hinder pupils' ability to make sense of new learning. They are moved on to new concepts too soon and their learning is insecure.

The school prioritises the teaching of phonics.

Pupils benefit from a carefully constructed phonics programme, delivered by well-trained staff. Children in the Reception Year readily begin to learn the different sounds that letters make. Staff promptly identify and support any pupils who need extra help with learning phonics.

Pupils read books that closely match the sounds that they have learned. This helps them to experience success when reading from a young age. Many pupils read fluently by the end of key stage 1.

Reading has a high priority across the school. Pupils read often and enjoy a broad range of books that include poetry and non-fiction. Older pupils understand that reading widely helps them to improve their vocabulary, which in turn can improve the quality of their writing.

The enjoyment of reading begins in the Reception Year, where children are immersed in exciting and amusing stories. Carefully considered activities allow children to revisit and practise using new and interesting words.

Pupils display excellent manners.

They are courteous and considerate. Behaviour across the school is positive and learning is rarely interrupted. Children in the Reception Year learn cooperatively alongside one another and are keen to help during tidy-up time.

Many pupils attend school regularly. However, a number of disadvantaged pupils do not attend school as often as they should. This has a negative impact on how well they learn.

The school does not identify, monitor and support these pupils and their families quickly enough.

Pupils, including those who are disadvantaged, experience a broad range of opportunities that enhance their wider development. Football, chess and choir are a few of the clubs which help pupils to develop their talents and interests.

Pupils understand how to keep themselves safe online. Many pupils have a strong moral conviction that everyone should be treated with respect, regardless of their differences. Overall, pupils are well prepared for life in modern Britain.

Governors have a secure understanding of the school. They work effectively with the school to realise the agreed values. Governors provide effective support and challenge to the school to ensure the quality of education.

Staff value being part of the school. They are highly positive about what the school has done recently to further support their workload, well-being and ability to deliver the curriculum well.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, some pupils have gaps in their knowledge. These pupils struggle to make sense of new learning. The school should ensure that teachers identify and address gaps in pupils' knowledge before introducing new concepts.

Some disadvantaged pupils do not attend school often enough. This limits how well they learn. The school should develop effective systems to monitor the absence of different groups of pupils and provide intervention in a timely manner.

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