Ivy Bank Primary School


Name Ivy Bank Primary School
Website http://www.ivybank.cheshire.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 14 February 2018
Address Valley Road, Macclesfield, Cheshire, SK11 8PB
Phone Number 01625448014
Type Primary
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 463 (51% boys 49% girls)
Number of Pupils per Teacher 21.4
Academy Sponsor The Silk Academy Trust
Local Authority Cheshire East
Percentage Free School Meals 12.3%
Percentage English is Not First Language 3.5%
Persisitent Absence 10.9%
Pupils with SEN Support 19%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school recently acquired an independent community pre-school and now has the responsibility for children from the age of two. The school is larger than the average-sized primary school. The school has a resource base which attracts an increasing number of pupils with complex needs from outside the local area. There are currently 21 pupils in the base. Their needs are significant, so they are not integrated into the mainstream school. The proportion of pupils who have SEN and/or disabilities is well above average and increasing. Pupils who do not access the school’s resource base are fully integrated into mainstream classes. The large majority of pupils are of White British heritage. The school has met the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school The acting headteacher and her leadership team are driving forward improvements. They have established a culture of higher expectations. The school community is united in support of the changes she has made. The teaching of phonics is good. The majority of pupils reach the expected standard by the end of Year 1. This provides pupils with the skills to develop a love of reading. There is now a culture of high aspiration instilled in all staff and pupils. As a result, pupils are making more rapid progress, particularly in reading and writing. Pupils have started to make quicker progress in mathematics. However, they are not making sustained, fast progress in this area because : teachers do not consistently provide work that is sufficiently challenging. Ivy Bank is an inclusive school with high numbers of pupils who have special educational needs (SEN) and/or disabilities. Most make good progress from their starting points and integrate well into mainstream classes. Pupils make slower progress in the resource base because of the lack of staff with appropriate skills to support pupils who have complex needs. Leaders are addressing this. Pupils benefit from a wide and balanced curriculum that is complemented well by enrichment activities and extra-curricular clubs. Teaching has improved and is now good. Pupils enjoy their learning and feel challenged in most subjects. Some subject leaders have a secure understanding of pupils’ progress in their areas. However, this is not consistent across all subjects. Teaching assistants make a valuable contribution to pupils’ achievement. Pupils feel safe and happy at school. However, the school does not provide enough opportunities for them to develop a deep understanding of a range of religions and cultures. Pupils’ behaviour is good, both in the classroom and outside. They are keen to support and respect each other. The early years provision requires improvement. Provision in the Nursery is not as good as in Reception. The way in which children are assessed when they start the early years is not fully reliable. The early years outdoor area is under-developed as a learning resource.