|Name||Aldwyn Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 January 2013|
|Address||Lumb Lane, Audenshaw, Manchester, M34 5SF|
|Religious Character||Does Not Apply|
|Number of Pupils||394 (48% boys 52% girls)|
|Number of Pupils per Teacher||23.1|
|Percentage Free School Meals||8.7%|
|Percentage English is Not First Language||7.6%|
Information about this school
Aldwyn is a larger than average-sized primary school. Pupils are predominantly of White British heritage. The proportion of pupils from minority ethnic groups is low, as is the proportion of pupils who speak English as an additional language. The proportion of pupils supported through school action is below average. The proportion supported through school action plus or with a statement of special educational needs is broadly average. The proportion of pupils known to be eligible for the pupil premium (those known to be eligible for free school meals, children from service families or in local authority care) is lower than average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school has a number of awards including Healthy School status. The executive headteacher has oversight of two other primary schools, has been in post for three years and works in liaison with the associate headteacher. The school shares a site with Hawthorne Special School, but the schools operate independently of each other. Hawthorns Special School is inspected separately.
Summary of key findings for parents and pupils
This is a good school. Standards in writing and reading are high. The quality of teaching in English is consistently good and leads to good progress. Leaders and managers provide clear direction for the school. There have been significant improvements in pupils’ attainment and progress in English and in the Early Years Foundation Stage. Gaps between how well different groups are doing have closed. Most pupils now make expected progress from their starting points and many make more than expected progress in both English and mathematics. Children in the Early Years Foundation Stage make good progress as a result of the effective use of assessment in planning for next steps in learning. The systematic teaching of reading and writing in the Early Years Foundation Stage and Key Stage 1 is effective in raising attainment and accelerating progress in these areas. Pupils are keen to learn, feel safe and behave well. It is not yet an outstanding school because : The quality of teaching in mathematics is not yet consistently good or better across all year groups and this leads to uneven progress in this subject as pupils move through the school. Systems for checking on and improving the quality of teaching and for the performance management of staff, including that carried out by the governing body, lack some rigour.