EVELYN Street Primary Academy and Nursery is “outstanding” in all areas following a recent Ofsted inspection.
It is described as an exceptional school where pupils make the best possible start to their education. This stems from the high levels of ambition that the school has for pupils, including those with special educational needs and/or disabilities (SEND). Pupils are taught the importance of resilience. They embody this through the way in which they approach their learning. Many pupils, including those with SEND, achieve extremely well across the curriculum.
Pupils meet the school’s high expectations of behaviour with ease. They treat one another with genuine care, respect and understanding. Children begin to learn the importance of these qualities from the moment that they join the early years. Pupils behave impeccably and learning is rarely interrupted.
Pupils respect that the school regularly seeks their views on how the school could be even better. For example, reading ambassadors help to choose the new books that enrich the school library. Pupils appreciate the way in which the school listens to and acts on their views. This helps them to feel valued and happy at school.
Pupils are highly enthusiastic about the broad range of clubs that they have access to. These include robotics, animation and coding. The school ensures that many pupils, including those who are disadvantaged, benefit from these clubs. This supports pupils to develop their talents and interests.
The executive headteacher of the school is Louise Smith and the school is part of the Warrington Primary Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Louise Smith, and overseen by a board of trustees, chaired by Alastair Brown.
Ofsted has not previously inspected Evelyn Street Primary Academy and Nursery under section 5 of the Education Act 2005. However, Ofsted previously judged Evelyn Street Community Primary School to be outstanding, before it opened as Evelyn Street Primary Academy and Nursery as a result of conversion to academy status.
The report says that from the early years, through to Year 6, the school’s curriculum is meticulously set out. It identifies the important knowledge that pupils should learn. The school strives to ensure that the curriculum evolves and responds to the changing needs of the pupils. The curriculum is highly ambitious for pupils, including those with SEND. Staff capably adapt access to the curriculum for pupils with SEND, so that they learn well alongside their classmates.
At all levels of leadership within the school and the trust, many members of staff are specialists in their field. This expertise is used to ensure that staff receive high-quality training, which enables them to teach the curriculum with considerable skill. Moreover, this specialist training also helps staff to swiftly identify any additional needs that pupils may have. The school puts in place well-considered support to help these pupils overcome any barriers to learning.
Teachers promptly identify and address any gaps in pupils’ knowledge. They expertly craft learning activities that deepen pupils’ knowledge and help them to connect their learning across different subjects. This begins in the early years, where many staff are experts in educating young children, including two-year-olds. By the end of Year 6, pupils, including those with SEND, have a deep body of knowledge that stands them in excellent stead for secondary school.
Reading is woven through the school’s curriculum. Pupils regularly encounter a rich variety of texts and technical language in different subjects. This helps them to clearly communicate their views and opinions. Older pupils understand that being well-read is a gateway to new ideas and learning about the lives of others.
Pupils’ journey to becoming avid readers begins in the early years and key stage 1. Staff teach the phonics programme with accuracy and consistency. Pupils quickly learn the sounds that letters represent. Focused support is put in place promptly for any pupils who need it. Young pupils make a superb start to reading and many are fluent readers by the end of key stage 1.
Children in the early years are very well behaved. They follow established routines and learn cooperatively alongside one another. Across the school, pupils display excellent manners. Pupils have fantastic attendance at school. The school’s systems and procedures around attendance are highly effective. Any attendance concerns are swiftly picked up and addressed at an early stage.
Pupils experience an extensive range of opportunities that enhance their personal development. Pupils understand how to manage their online behaviours. The school ensures that pupils have an awareness of how to keep safe around potential local hazards, such as the canal and train lines. Pupils take part in activities that bring British values, such as democracy, to life. For example, school council candidates participate in hustings before voting begins. These opportunities help pupils to become very well prepared for life in modern Britain.
Trustees and local committee governors are highly effective in monitoring how well the school operates at all levels. They have an unrelenting focus on the quality of education provided by the school. To this end, they provide effective challenge and support to the school. Trustees and governors make a tangible contribution to ensure that pupils receive the best possible start to their schooling.
Staff have a high regard for the priority that the trust and the school places on their training. This training provides staff with the confidence to adopt teaching approaches that get the very best from pupils. Staff also appreciate the consideration and support that the school shows for their workload and well-being.
The quality of education
Outstanding
Behaviour and attitudes
Outstanding
Personal development
Outstanding
Leadership and management
Outstanding
Early years provision
Outstanding
The full report can be read by CLICKING HERE
