Irlam Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
439
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(10/5/17)
Full Report - All Reports
53%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Liverpool Road
Irlam
Manchester
M44 6NA
01617752015

School Description

The leadership team has maintained the good quality of education since the last inspection. There has been a change in the leadership of the school since then. You became headteacher in September 2015, having previously been the deputy headteacher, and you created a new senior leadership team, appointing two existing members of staff to be your assistant headteachers. You reinstated the school’s partnership with the adviser from the local authority and, with her effective support, began a programme of development, aiming to ensure a clearer focus on the areas for improvement from the previous inspection report. This programme has been effective. As a result of stronger teaching, pupils’ achievement in mathematics has improved, as is evident in recently published assessment information and the school’s own information. We agreed that the teachers in the early years could provide better opportunities for children to develop their number and calculation skills. You have made your processes for checking the quality of teaching and managing teachers’ performance more robust. This has contributed well to the growing strength in teaching. You have challenged underperformance among some members of staff. Almost all have embraced the recommendations for improvement you gave and have made positive changes to their practice. You also have a clearer and more accurate process for assessing and tracking pupils’ progress, which gives leaders a better picture of pupils’ achievement across the school. Regular pupil progress meetings enable you and your leadership team to hold teachers to account and to make sure that pupils who need extra support receive it. Teachers in the early years, as we agreed, should now develop sharper questioning to make sure children make as much progress as they can. You were not content merely to address the issues raised at the last inspection. You have, for example, recently analysed the published assessment information for 2016 and have drawn up an action plan to tackle the weaker areas of achievement that the information indicated. As a result, evidence in pupils’ work and in your own assessment information shows that there is improved progress in the early years, particularly for boys, in writing. Progress in reading and writing in key stages 1 and 2 is now good. Although most of your plan contains appropriate actions with statements about how you will evaluate their effectiveness, some parts are less precise and do not focus as sharply on the impact on pupils’ achievement. As we agreed, you should now consider a plan to address the omissions from the school’s website and ensure it remains compliant. In addition, a next step in improvement is to raise pupils’ attendance, especially for pupils who receive free school meals and those who receive support for their special educational needs and/or disabilities. A large majority of the parents who responded to Parent View, Ofsted’s online questionnaire, were positive about the quality of education the school provides for their children. They feel that the school has moved on in the last two years, with parents typically commenting that you have done a ‘fantastic job’ since you took over as headteacher. They said that their children ‘absolutely love coming to school’ and all the parents who responded would recommend the school to others. The group of Year 6 pupils with whom I met were also positive about their experiences in school. They enjoy coming to school and say that the adults look after them well. They enjoy the range of extra-curricular clubs you provide, such as dance, football and choir and they spoke enthusiastically about the fundraising they do for various charities. They were especially complimentary about you, making comments such as ‘The school wouldn’t be as good if Mrs Darwin wasn’t here.’ Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You have an electronic system that you use to record all safeguarding concerns thoroughly and you respond promptly, following up concerns with outside agencies when required. There is a strong culture of safeguarding in the school. You and your staff care deeply for your pupils, while your pupils and their parents know they can rely on you and your staff if they have any worries. Pupils understand about different forms of bullying and know how to stay safe, including when they are on the internet. This is because staff effectively provide pupils with the information they need.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
0161 909 6508

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

Irlam Primary School Reviews


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