|Name||Tameside Primary Academy|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||11 July 2017|
|Address||Price Road, Wednesbury, WS10 0EZ|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Academy Sponsor||Shireland Collegiate Academy Trust|
|Percentage Free School Meals||38.7%|
|Pupils with SEN Support||12.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school does not meet requirements on the publication of information about additional spending for pupil premium, sports funding and the school’s accessibility plan on its website. The school is larger than most primary schools. The proportion of pupils supported by the pupil premium funding is above the national average. The proportion of pupils who speak English as an additional language is lower than the national average. The proportion of pupils who have special educational needs and/or disabilities and require additional support is above average. The proportion of pupils who have special educational needs and/or disabilities and have a statement of special educational needs or education, health and care plans is below average. The school does not meet the current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of key stage 2.
Summary of key findings for parents and pupils
This is an inadequate school Outcomes for all groups of pupils throughout the school are not high enough. Pupils are not accessing a curriculum that is appropriate for their age in reading, writing and mathematics. Most pupils are not eager learners. They are bored in lessons. Their attitudes and personal development are weak. Pupils who have special educational needs and/or disabilities are over reliant on support staff in lessons. Leaders, governors and managers have been too slow in dealing with known weaknesses and in acting on the recent good advice of both the local authority and a national leader of education. Most teachers’ expectations of pupils are not high enough because of a weak understanding of the raised expectations of the national curriculum. Leadership has not united staff to become a cohesive team. There has been no sustained, strategic approach to raising standards. Funds for disadvantaged pupils and those who have special educational needs and/or disabilities are not used effectively enough. Leaders in key positions are ineffective at raising standards because until recently there have been no strategic plans in place to guide their actions. Curriculum planning is weak and prevents the progressive development of pupils’ skills and knowledge in all subjects. Teachers do not check pupils’ learning nor cater for different ability groups because of inaccurate assessment systems. Support staff are not effectively deployed and do not expect enough of the pupils they work with. Communication is weak across the school. The staff have not been informed enough about curriculum developments and changes. Leaders have been unable to develop positive engagement with parents, many of whom have negative views of the school. In the early years, children do not acquire basic skills fast enough and so they are not prepared for work in Year 1. Pupils’ attendance is below average and fixed-term exclusions are high. Safeguarding is not effective because some staff do not follow the robust systems set up by the leader of the safeguarding team. The school has the following strengths The acting headteacher has very recently implemented systems to raise standards. Pupils in Year 6 make secure progress because : teachers push them to work hard.