Irlam Primary School

Highlights from Latest Inspection

Outcome

Irlam Primary School continues to be a good school.

What is it like to attend this school?

Pupils are proud to attend Irlam Primary School.

They are caring and responsible citizens who adhere to the school's values, including those of respect, forgiveness and generosity. They are conscientious learners. They enjoy finding out new things and socialising with their friends.

Staff have high expectations of pupils' behaviour and achievement. As a result, the school is a calm and purposeful place where pupils, including those with special educational needs and/or disabilities (SEND), learn well across the curriculum. Children in the early years are enthusiastic and cooperative....

They also learn well.

Pupils are happy and safe at school. They know that staff will listen to their concerns.

On the very rare occasions on which bullying takes place, staff take immediate action to stop it from happening. Pupils understand British values, including those of democracy and the rule of law. Those who spoke to the inspector said that everyone should be treated fairly and equally.

Pupils are conscientious. During the inspection, they enjoyed entertaining and serving Christmas lunch to local residents. They care about their community and those less fortunate than themselves.

They raise funds for worthy causes and lead 'tidy-up' campaigns to keep the local area litter free.

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

Leaders and governors have created a logically ordered curriculum which helps pupils, and children in the early years to develop their knowledge and skills in a wide range of subjects. Leaders want pupils to be more than 'competent calculators' in mathematics and fluent readers.

They want them to be problem-solvers who have a strong appreciation of the work of different authors and poets. These high aspirations help to make certain that pupils enjoy learning and achieve well.

In most subjects, teachers deliver the curriculum consistently well.

Typically, they check how well pupils are learning and go over learning that pupils have forgotten, or not understood. However, in a few subjects, their strategies to help pupils to know and remember more of their learning are not as effective as they could be. As a result, in these subjects, some pupils have gaps in their learning and do not have the knowledge and skills that they need to deepen their understanding.

Reading is at the heart of the curriculum. Staff are trained well to deliver structured and well-organised phonics and early reading curriculums. Consequently, pupils read confidently.

Teachers introduce pupils to a rich and diverse range of authors and poets. This helps to generate an interest in and excitement about reading. Pupils whom the inspector heard reading did so fluently.

They quoted poetry effortlessly and summarised the plots of their books well. Children in the Nursery classes are developing their early reading skills well. Children in the Reception classes and pupils in key stage 1 respond especially well to phonics.

Pupils in need of additional one-to-one support are developing their confidence and reading fluency effectively.

Leaders identify pupils and children in the early years with SEND early. Experienced and well-trained school leaders continually assess the quality and impact of the support available to pupils with SEND.

Leaders also work with a broad range of external specialists to ensure that if needed, pupils get the support that they need promptly. Leaders' effective work helps to ensure that pupils with SEND have access to the same curriculum as their peers. Some parents of pupils with SEND told the inspector that leaders are always available to give them advice and support.

Pupils behave very well indeed. They are resilient and eager to share their ideas. Children in the early years listen intently during story time.

They play sensibly in the outdoor learning and play areas. Pupils and children follow the rules. Consequently, lessons are rarely disrupted by poor behaviour.

Leaders make available an exciting personal development curriculum which provides opportunities for pupils to pursue their interests. For example, pupils attend a variety of after-school clubs, including coding, street dance, music and hockey clubs. They develop their leadership skills as curriculum ambassadors, sports leaders, school council members and peer mentors.

Pupils organised a variety of events to raise money for children's charities and local good causes. During the inspection, they participated in a 'Santa dash' fundraising event. Pupils learn about healthy relationships.

They know how to maintain their physical fitness and mental health.

Leaders do not burden staff with unnecessary work. Those who spoke to the inspector told him that leaders are mindful of their well-being and mental health.

Governors hold leaders to account for pupils' achievement and personal development. They also support leaders well and help the school to improve continually.

Safeguarding

The arrangements for safeguarding are effective.

Governors and leaders are vigilant about safeguarding. They make sure that staff are familiar with the government's latest guidelines on keeping pupils safe in education. Leaders regularly update staff on safeguarding matters.

Staff know precisely what to do if they are concerned about a pupils' safety or welfare. They follow the school's robust reporting procedures. If necessary, leaders work with external organisations to ensure that pupils get the specialist support that they need promptly.

Pupils know how to keep themselves safe. For example, in computing, pupils learn to be aware of 'fake news' and how to recognise 'scams'.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, pupils do not remember some of their prior learning and so cannot build on it to deepen their understanding.

Leaders' strategies to help pupils to know and remember more of their learning are not as effective as they should be. Leaders should continue to find out where pupils have gaps in their learning and provide them with the support that they need to catch up with their peers.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 second ungraded inspection since we judged the school to be good in May 2012.

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