Quotes from The Inspection Report for St Mary's CofE Junior & Infant School in Manchester, which took place in June 2009.

 

St Mary’s Church of England Junior and Infant School is an average sized school serving an area of considerable economic and social disadvantage. The proportion of pupils eligible to claim free school meals is very high at almost five times the national average. Most pupils are Black British and the proportion of pupils from other ethnic backgrounds is well above average. A significant proportion of pupils are refugees and asylum seekers. Only a third of pupils speak English as their first language. A well above average proportion of pupils joins and leaves the school throughout the school year.

Overall effectiveness of the school: Grade 1
St Mary’s is an outstanding school which operates in challenging circumstances.
Children's skills on entry are exceptionally low, particularly in language and communication and in their personal and social skills. They make excellent progress in the Early Years Foundation Stage in developing speaking and listening skills and in learning to concentrate and work co-operatively. As a result, standards in all areas are broadly in line with national averages by the time they start Year 1. Standards are rising year-on-year in Key Stage 1 and are broadly average at the end of Year 2. Attainment in mathematics and reading is slightly better than in writing because encouraging pupils to become confident speakers and readers has been the correct priority. By Year 6, standards are broadly average in English, mathematics and science. This represents excellent achievement in all three subjects against a background of exceptionally high levels of pupil mobility that is found in every year group. For example, more than 50% of the 2008 Year 6 cohort arrived in the school within the previous two years. Unsurprisingly, those pupils who remain in the school for the longest period make particularly rapid progress.

However, progress is outstanding overall and is consistently so throughout the school. This has been the case for several years. Pupils with learning difficulties and/or disabilities, those at an early stage of learning English, and newly admitted pupils all make excellent progress in relation to their starting points. There are no significant differences in the performance of boys and girls.

Teaching and learning are outstanding overall and a major factor in enabling pupils to achieve so well… Teachers encourage pupils to work in pairs to help them develop and share their ideas. This, in turn, helps to build their self-confidence and verbal fluency. In all lessons excellent relationships ensure pupils are responsive and keen to learn. Teachers manage pupils' behaviour very well and enliven many of the lessons with a sense of fun as well as celebrating pupils' successes.

Effectiveness of the Foundation Stage: Grade 1
Children make excellent progress across all areas of learning…. The progress children make in learning to work together is a particular strength. This is evident in both indoor and outdoor work, for instance in the way children queue, take turns and chat as they share their snack. Management is extremely effective, as demonstrated by regular and thorough assessment, detailed development planning and the availability of quality resources. Staff teamwork and imaginative use of the open access indoor areas are excellent. There is a very good balance of indoor and outdoor activity and of directed and independent learning. Common working arrangements and exemplary liaison ensure smooth transition from Reception to Key Stage 1.