Tyldesley Primary School

Highlights from Latest Inspection

Outcome

Tyldesley Primary School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Janet Shorrock. This school is part of the Leading Learners Multi-Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer (CEO), Yvonne Brown, and overseen by a board of trustees, chaired by Samuel Quigley.

What is it like to attend this school?

Pupils thrive at this friendly and welcoming school. They work and play together happily.

Pupils value the warm and caring relationships that they have with staff. Pupils show respe...ct for others. Their attitudes and conduct embody the school's values.

Learning is rarely disrupted by any incidents of poor behaviour.

Pupils, including those with special educational needs and/or disabilities (SEND), make an important contribution to school life. The school ensures that pupils develop as responsible citizens by taking on different roles and responsibilities.

For example, older pupils enjoy working as playground buddies. Pupils learn why it is important to care for the environment. For instance, members of the eco-committee make sure that lights are switched off to conserve energy.

They also take part in litter picking and recycling initiatives.

Pupils rise eagerly to meet the school's high expectations for their learning. This starts in the early years, where children settle in well and quickly become confident and enthusiastic learners.

Across the school, pupils achieve well.

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

The school has recently experienced some changes in staffing. The trust and school have managed this period of instability well.

They have worked together effectively to build a dedicated team which shares the school's vision and values.

Since the previous inspection, the school has developed its curriculum further. The key concepts that pupils should learn and revisit over time have been considered carefully so that pupils can build on their prior learning effectively.

Staff teach a range of subjects with flair and enthusiasm. They explain new content carefully and ensure that pupils have many opportunities to recall and revisit earlier knowledge. In most subjects, teachers check to ensure that pupils have retained important knowledge over time and to shape future teaching.

As a result, most pupils, including those with SEND, achieve well in most subjects.

Pupils' additional needs are identified accurately and in a timely way. Overall, pupils with SEND are supported well so that they can access the same curriculum content as their peers.

However, some teachers do not check that pupils, including those with SEND, have mastered key writing skills consistently before they move on to more complex learning. This hinders some pupils in learning the writing curriculum as well as they should.

Children begin to learn the school's phonics programme as soon as they start in Reception.

They enjoy sharing their favourite books with their teachers and friends. Skilled staff deliver the early reading programme with fidelity. Any struggling readers receive effective support quickly so that they keep up with the phonics curriculum.

Older pupils read well. They enjoy receiving bronze, silver and gold awards to celebrate their reading successes.

The school has recently updated its behaviour policy.

This is having a positive impact on pupils' attitudes and behaviour. Pupils are polite and well mannered. They hold doors open eagerly for visitors and staff.

The school prioritises high attendance. Careful consideration has been given to identifying the reasons for any persistent absences. The school provides families and pupils who need it with ongoing, effective support and challenge to improve attendance rates.

Overall, pupils attend well.

The school places a strong emphasis on broadening pupils' horizons and preparing them well for their future lives. For example, pupils learn about diverse and interesting future careers such as becoming a beekeeper or palaeontologist.

The school has strengthened opportunities for pupils' broader development by introducing a more varied range of extra-curricular activities and events. For instance, pupils enjoy attending arts and crafts clubs as well as taking part in sporting activities and attending a language-signing club.

Pupils develop their teamwork skills, confidence and resilience through residential visits and other activities.

Pupils show a strong understanding of the fundamental British values. They are respectful to people from different backgrounds. They have many opportunities to develop their leadership abilities and to share their views, for example by becoming a well-being, reading or sports ambassador and being part of the school council and junior leadership team.

The trust provides effective support and challenge and fulfils its statutory responsibilities well. Staff are proud to work at the school. They value the support that the school provides.

For example, they appreciate the changes made to reduce their workload and to further improve their well-being. Most parents and carers who shared their views with the inspector would recommend the school to other parents.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not ensure that pupils, including those with SEND, have mastered fundamental writing skills before they move on to more challenging content. This hampers some pupils from becoming competent writers and learning as well as they should. The school should ensure that staff support pupils who find writing difficult consistently well, so that more pupils become proficient writers across the curriculum.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2020.