The Friars 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 The Friars 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 The Friars Primary School.

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

About The Friars Primary School

Name The Friars Primary School
Ofsted Inspections
Headteacher Mr Michael Earnshaw
Address Cannon Street, Salford, M3 7EU
Phone Number 01618324664
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 391
Local Authority Salford
Highlights from Latest Inspection

What is it like to attend this school?

The Friars Primary School is a warm and friendly place to learn. Pupils are welcomed into school each day by adults who care for them well. They are happy and enjoy coming to school.

Pupils have strong relationships with their teachers and with school staff.

The school has high expectations for what pupils can achieve, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). Pupils study a broad and ambitious curriculum.

In the early years, children experience exciting days of learning and discovery. Pupils make positive progress through the curriculum and learn well.

Pupils behave well.

Thei...r behaviour around school and at social times demonstrates the values of the school. During lessons, pupils try their best and show high levels of engagement with their learning. Classrooms are calm places to learn.

The school has the highest ambition for every pupil, regardless of their prior attainment or their background. It wants pupils to broaden their horizons through the rich set of experiences that is offered. Pupils spoke with relish about visits to local areas, including a trip to walk along a local river.

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

The school has designed a varied and balanced curriculum. Careful thought has been given to what pupils are taught and the order in which pupils should build their knowledge. Over time, pupils develop a rich body of subject knowledge.

However, in a few subjects, changes to the curriculum are relatively new. On occasion, there is inconsistency in the way that some teachers organise learning while they become familiar with new expectations. Limitations in the school's checks on curriculum implementation mean that these inconsistencies sometimes go unchecked.

In such circumstances, pupils do not achieve as well as they could.

The school has prioritised teachers' subject training to support them in delivering the curriculum. Teachers use effective assessment strategies to allow them to establish starting points for pupils and to shape future teaching.

Teachers typically have strong subject knowledge and in most cases they choose activities that meet pupils' learning needs. However, this is not always the case. In some subjects, teachers do not choose the most appropriate activities to help pupils to learn new information.

This means that, in these subjects, pupils are not making the gains that they should.

The school is dedicated to helping pupils to read. Staff are well trained to deliver the phonics programme.

From the start of the Nursery Year, staff introduce children to a wide range of books, stories and rhymes. Early years staff use every opportunity to immerse children in a language-rich environment. Reception children are taught phonics from the start.

This continues through key stage 1 with daily phonics lessons. Pupils read from books that are matched accurately to the sounds that they already know. Those who find reading more difficult are quickly spotted and given help to catch up.

Across the school, pupils benefit extensively from the array of carefully selected books for the 'champion readers' class libraries. Older pupils enjoy a vast array of books that are reflective of the school and the wider community. Pupils of all ages talked enthusiastically about their favourite books.

Pupils with SEND, including pupils who attend the specially resourced provision for pupils with SEND (specially resourced provision), take part in all aspects of school life. The school accurately identifies the additional needs of pupils with SEND at the earliest opportunity. Staff make use of the information that they have regarding the learning needs of these pupils and adapt lessons accordingly.

In the early years, children are happy and motivated to learn. They play eagerly with their friends. During lessons, pupils are respectful to each other and towards teachers.

Adults ensure that rules are fairly and consistently applied. Pupils are polite and warmly welcome visitors to the school. Attendance is a high priority.

The school works closely with pupils and their families to support them in attending school regularly and on time.

The school provides an array of extensive opportunities to promote pupils' personal development. These are seamlessly interwoven into the curriculum.

Pupils are taught about diversity, equality and respect for others' beliefs and perspectives. They understand that everyone is unique. There are ample opportunities for pupils to explore their own talents and interests.

Pupils spoke enthusiastically about the abundance of clubs that they attend, including ukelele, boxing and yoga.

Staff are proud to work here and feel listened to. They appreciate the school's recent actions that help them to manage their workload and to support their well-being.

Those responsible for governance have a clear understanding of their roles. They provide support to the school in making decisions that are in the best interests of pupils. This improves the quality of education that pupils receive.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, where changes to curriculums are relatively new, there is some inconsistency in the way that some teachers deliver curriculum content. This variability goes unchecked.

The school should check the quality and delivery of these subjects across the school more effectively. In a small number of subjects, teachers do not choose the most effective pedagogical activities to ensure that pupils, including those with SEND, learn new knowledge as well as they should. The school should support teachers to design learning that closely reflects the intended curriculum.

  Compare to
nearby schools