Summerseat Methodist Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Summerseat Methodist Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Summerseat Methodist Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Summerseat Methodist Primary School on our interactive map.

About Summerseat Methodist Primary School

Name Summerseat Methodist Primary School
Ofsted Inspections
Mrs Julie Whittaker
Address Rowlands Road, Summerseat, Bury, BL9 5NF
Phone Number 01706823427
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Methodist
Gender Mixed
Number of Pupils 82
Local Authority Bury
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning at Summerseat Methodist Primary School. They become accomplished readers. This helps pupils to discover interesting and useful facts about where they live and the wider world.

Older pupils are well prepared for the challenges of key stage 3.

Pupils, and their parents and carers, were keen to tell inspectors about the support that each pupil receives to enable them to flourish in their personal endeavours. Pupils behave well.

They develop curiosity, resilience and confidence. Pupils make the most of all that the school has to offer.

Pupils explained to inspectors how everyone is welcome at their school.

They enjoy suppor...ting and taking care of each other. Pupils demonstrate exceptionally high levels of respect and sensitivity towards others who may be different to themselves.

The school and the trust have high expectations of all pupils.

The school makes sure that pupils are equipped to learn successfully. This is especially true for pupils with special educational needs and/or disabilities (SEND). Pupils achieve well as a result.

Pupils value the support that staff provide when they feel worried or overwhelmed. Pupils told inspectors that staff quickly sort out any problems that may arise. This ensures that pupils feel safe and happy at school.

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

The school has thought carefully about what pupils should know as they progress from the early years to the end of key stage 2. The curriculum is ambitious and captures pupils' interests. The school provides effective support and guidance for teachers so that they know what pupils should learn in each subject.

By the time that pupils reach Year 6, they can recall and apply a wide range of useful knowledge that they have built up securely over time.

For the most part, teachers deliver the curriculum well. For example, teachers select appropriate activities to enable pupils to deepen their knowledge and understanding of key concepts successfully.

Teachers typically check that pupils have learned what they need before moving on to new learning. In the main, pupils benefit from additional support to address any gaps in their knowledge. However, at times, some teachers do not check pupils' understanding carefully enough.

In addition, teachers are more adept at checking what pupils are expected to know in some subjects than they are in others. As a result, some pupils' learning is not as secure as it could be because gaps in their knowledge have not been noted or addressed swiftly enough.

Teachers are skilled at identifying the additional needs of pupils with SEND.

The school makes sure that these pupils benefit from the same ambitious curriculum as other pupils. Pupils with SEND, including those who access additional support for some of their learning in the 'blossom room', learn the curriculum successfully.

The school has ensured that reading is at the heart of the curriculum.

It makes sure that pupils develop sufficient fluency and accuracy in their reading. This means that pupils can access the rest of the curriculum with ease.

Children begin to learn to use phonics to read words in the Reception Year.

They practise the sounds that they have learned in their reading and writing enthusiastically. The very small number of pupils who struggle to read benefit from the support of well-trained staff to catch up quickly with their phonics knowledge.

Pupils enjoy reading and exploring the high-quality texts that the school provides.

Older pupils spoke with remarkable knowledge about the work of a wide range of well-loved and contemporary authors.

Pupils across the school demonstrate positive attitudes to learning. Relationships between staff and pupils are strong.

Pupils work and play together well. They are polite and respectful towards staff and each other. Pupils respond positively to the encouragement that the school provides when they try their best and remember to use their courteous manners.

The school provides impressive support for pupils' wider development. This means that by the time each pupil reaches Year 6, they have the self-assurance and skills to make a tangible contribution to the school and the wider community. Older pupils carry out a wide range of leadership roles, such as supporting children in the early years to clean their teeth.

Some pupils lead acts of worship. These include online times of reflection that involve pupils from different parts of the country. Through activities such as these, and others, pupils learn to become active and responsible citizens in a diverse and modern society.

The school has benefited considerably from the support of the trust. Leaders at all levels are focused on making sure that pupils receive a high-quality education.

The school engages well with stakeholders, including staff and parents.

Parents feel well informed about their children's education and development. The school makes sure that when improvements are made, these developments do not increase staff workload.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, staff do not identify and address gaps that some pupils have in their knowledge quickly enough. This means that, sometimes, these pupils do not build on what they have already learned as well as they could. The school should ensure that teachers are equipped to remedy pupils' gaps in learning before moving on to something new.

Also at this postcode
Summerseat Nursery

  Compare to
nearby schools