Unity Community Primary


Name Unity Community Primary
Website http://www.unitycommunityprimary.com
Ofsted Inspection Rating Good
Inspection Date 24 April 2018
Address Allesley Drive, Cheetham Hill, Manchester, Greater Manchester, M7 4YE
Phone Number 01618712614
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 143 (47% boys 53% girls)
Number of Pupils per Teacher 22.0
Academy Sponsor Big Life Schools
Percentage Free School Meals 21%
Percentage English is Not First Language 83.9%

Information about this school

The school opened in September 2015 and moved to its current setting in March 2017. Nursery provision was extended to include two-year-olds from September 2017. Children in the early years are taught in three classes. Children below statutory school age are taught in two part-time classes. These children are taught in single age groups, one with two- and three-year-olds and the other with three- and four-year-olds. The full-time Reception class teaches children who are four and five years of age. At the time of this inspection, there were only Year 3 and Year 4 pupils in key stage 2. The proportion of disadvantaged pupils is above the national average. A much-higher proportion of pupils leave or join the school at other than the usual times. The proportion of pupils who have SEN and/or disabilities is around the national average. The proportion of pupils who have an education, health and care plan or a statement of special educational needs is below the national average. The proportion of pupils from minority ethnic groups is well above the national average, as is the proportion of pupils who speak English as an additional language.

Summary of key findings for parents and pupils

This is a good school School leaders, including governors, are ambitious for this new school. They have worked successfully with staff, parents and carers to create a vibrant learning community where pupils are safe, secure and taught well. The trust and the local governing body provide a good level of support and challenge to leaders. They know the school well because : they visit regularly and focus their work on raising standards. Pupils’ outcomes at the end of key stage 1 were below the national average in 2017. However, evidence from this inspection shows that current pupils are making strong progress in English and mathematics. Leaders are highly effective in promoting pupils’ spiritual, moral, social and cultural development. Personal development and welfare are outstanding. Leaders have developed a wide and interesting curriculum which helps pupils to learn about different cultures and religions, and broadens their understanding of the arts and the role of business and enterprise in modern society. The teaching of reading is a particular strength. Teachers make regular assessments of pupils’ progress and ensure that a good level of support is provided for any pupils who are in danger of falling behind in this key area. Pupils love their school because everyone is valued and treated with respect. Pupils are well behaved in lessons and during play times. However, too many pupils are persistently absent from school. Although attendance has improved this year it remains below the national average. On occasions, teachers do not address misconceptions in pupils’ understanding of spelling, grammar and punctuation quickly enough and this limits pupils’ progress. Progress is also affected by the poor standard of some pupils’ handwriting and presentation. Pupils who have special educational needs (SEN) and/or disabilities are supported well and make strong progress from their various starting points. Good support is provided for disadvantaged pupils and those who are vulnerable. Leaders ensure that staff have a detailed knowledge of pupils’ individual needs and they use this information to good effect. Senior leaders make regular checks on the quality of teaching. However, the role of subject leaders has not yet been developed. Children get off to a good start in the early years. They make strong progress in all areas of learning.