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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher
Mrs Victoria Unsworth
Address
Walkden Road, Walkden, Manchester, M28 7FG
Phone Number
01619211560
Phase
Academy
Type
Academy converter
Age Range
3-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
Unknown
Local Authority
Salford
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school The inclusive culture that leaders and governors have established characterises Mesne Lea Primary School, and is evident in all aspects of the school's life.
Leaders are analytical, reflective and honest in their approach to understanding what the school does well and where it needs to improve. As a result their views of strengths and weaknesses are accurate. Pupils' behaviour is exemplary.
They are proud of their school and of their achievements, and are committed to doing their best because they know that this is what their teachers expect. There is a strong culture of safeguarding at Mesne Lea. Pupils feel safe and know who to approach... if they need help.
They understand diversity and are not afraid to speak their mind in defence of difference. Leaders have taken swift action in response to the disappointing outcomes of the key stage 2 national tests in 2017, which were not typical of the school. As a result of changes to the way pupils' progress is monitored, outcomes are improving and most pupils, including those who are disadvantaged, are on track to make at least the progress they should in 2018.
Leaders provide pupils with a curriculum that is both exciting and relevant to the world in which they are growing up. As a result, pupils are able to develop important skills in a range of ways, including through the use of information technology. Teachers have strong subject knowledge, especially in English and mathematics, because : leaders enable them to share good practice and to continue developing professionally.
Consequently pupils in all key stages benefit from good teaching. Recent actions taken by leaders have improved assessment practices in all subjects. However, the leaders of foundation subjects do not have the same detailed overview of standards and achievement as leaders of English and mathematics.
Consequently their impact on outcomes for pupils is less well developed. Children get off to a good start in the early years and most achieve a good level of development. However, leaders' analysis of the progress of groups is underdeveloped.
They recognise that sometimes boys do not develop early writing skills as well as girls, and are taking steps to ensure that the quality of the curriculum outdoors is equal to that indoors.
Information about this school
Mesne Lea Primary School is larger than the average-sized primary school. The school has established a provision for a small number of pupils with autistic spectrum disorders and the local authority has undertaken to designate and fund this provision from September 2018.
The school met the government's floor standards in 2017. These are the minimum attainment and progress expected of pupils by the end of key stage 2. The proportion of disadvantaged pupils is greater than average.
The majority of pupils are White British. The proportion who speak English as an additional language is lower than the national average. The proportion of pupils who receive support for SEN and/or disabilities is slightly lower than average.
The proportion of pupils with an education, health and care plan or a statement of special educational needs is slightly higher than average. The school has one full-time Nursery class. The school runs a breakfast club and an after-school club.
