Ladybridge Primary School
phone: 0161 4285445
headteacher: Mrs C Lyall
189 pupils capacity: 120% full
120 boys 53%
105 girls 46%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 387592, Northing: 387992
- GPS coordinates
- Latitude: 53.389, Longitude: -2.188
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 18, 2014
- Region › Const. › Ward
- North West › Cheadle › Cheadle Hulme North
- Urban > 10k - less sparse
- SEN priorities
- SLD - Severe Learning Difficulty
- Free school meals %
- 0.4 miles Orrishmere Primary School SK85NW (207 pupils)
- 0.5 miles Queen's Road Primary School SK85NA (245 pupils)
- 0.6 miles Brookhead Junior School SK82LE
- 0.6 miles Demmings Infant School SK82LF
- 0.6 miles Meadowbank Primary School SK82LE (411 pupils)
- 0.8 miles Adswood Nursery School SK38PJ
- 0.8 miles The Pendlebury Centre SK30RJ (5 pupils)
- 0.8 miles Bridge Hall Primary School SK38NR (147 pupils)
- 0.8 miles Cheadle Heath Infant School SK30RJ
- 0.8 miles Cheadle Heath Junior School SK30RJ
- 0.8 miles Avondale High School SK30UP
- 0.8 miles The Manor County Secondary School SK85HA
- 0.8 miles Beacon School SK38PF
- 0.8 miles Cheadle and Marple Sixth Form College SK85HA
- 0.8 miles Margaret Danyers College SK85HA
- 0.8 miles Cheadle Heath Primary School SK30RJ (294 pupils)
- 0.8 miles Hanifah Small School SK82DP
- 0.8 miles Stockport Academy SK30UP (670 pupils)
- 0.9 miles Adswood Primary School SK38PQ (282 pupils)
- 0.9 miles Alexandra Park Infant School SK39RF
- 0.9 miles Alexandra Park Junior School SK39RF
- 0.9 miles Lane End Primary School SK87AL (208 pupils)
- 0.9 miles St Ambrose Catholic Primary School SK38LQ (203 pupils)
- 0.9 miles Ramillies Hall School SK87AJ (146 pupils)
Ladybridge Primary School
Councillor Lane, Cheadle, Stockport, SK8 2JF
|Inspection dates||18–19 February 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| From their different starting points, all groups |
The on-site resource provision for pupils with
Pupils’ spiritual, moral, social and cultural
Activities in lessons hold pupils' interest and
of pupils make good progress and are well
prepared for the next stage of their
additional needs supports these pupils well; it
enables them to access the entire curriculum
and do well.
development is promoted in all aspects of
successfully support the development of
pupils’ personal and social skills as strongly as
their academic progress.
| Additional staff are well trained and highly |
Leaders and governors have successfully
Pupils are happy and enjoy school life. They
experienced; they support pupils effectively to
make good progress.
secured significant improvements to the quality
of teaching and to pupils’ achievement. They
have a comprehensive understanding of the
performance of the school.
are proud of their school and are eager to
learn. They behave well and feel safe in school.
| Marking, in subjects other than English and |
Checking systems for these other subjects are
mathematics, is not regularly letting pupils
know how well they are doing and what they
need to do to improve.
not sufficiently robust to promote
| The attendance figures for the school, |
although increasing, have not reached national
Information about this inspection
- Inspectors observed 18 lessons, and completed a learning walk covering all lessons jointly with
- Pupils from both Key Stages 1 and 2 were heard reading, and groups of pupils were spoken to
from several year groups about their school life and lessons.
- Meetings were held with the headteacher, senior leaders, members of the governing body and
additional staff. A representative from the local authority was spoken to over the telephone.
- Pupils’ work was seen in a wide range of subjects and in each year group; the inspectors
scrutinised documents relating to pupils’ progress and other policies, management information
- The inspectors took account of the 28 responses to the online questionnaire (Parent View) and
the school’s own recent parental survey.
|Rebecca Lawton, Lead inspector||Additional Inspector|
|John Ellwood||Additional Inspector|
Information about this school
- Ladybridge Primary School is an average-sized primary school.
- The majority of pupils are of White British heritage, and only a small proportion speaks English
as an additional language.
- The proportion of pupils supported by the pupil premium is high, almost double the national
average. (The pupil premium is additional funding for pupils who are known to be eligible for
free school meals, children from service families and children that are looked after)
- The proportion of pupils supported at school action is higher than the national average. The
proportion of pupils supported at school action plus or with a statement of special educational
needs is also high, double the national average.
- In 2013, the school did not meet the government’s current floor standards, which set the
minimum expectations for pupils’ attainment and progress.
- The school has specially resourced provision for pupils with special educational needs. There are
nine pupils with profound/multiple or severe/complex special educational needs.
- The school runs an on-site breakfast club.
What does the school need to do to improve further?
- Develop the quality of teaching so that more is outstanding by improving the extent of feedback
pupils receive on how well they are doing and what they need to do to improve in subjects other
than mathematics and English.
- Further improve rates of attendance by targeting support to those families where pupils'
attendance is an ongoing issue.
- Improve the checking systems for subjects other than mathematics and English to better inform
action and improvement plans with sufficient detail on pupils' performance in these other
|The achievement of pupils||is good|
- Children normally start at the school with skills and abilities well below those expected for their
age. Many have very limited speech and language skills, and some have no speech at all when
they start school. They make good progress in the Early Years Foundation Stage and by the time
they leave Reception, they have skills that are only slightly below those expected for their age.
- From their different starting points, all the different groups of pupils make good progress. Not all
groups reach the attainment levels at the national averages by the end of Year 6, but this is
understandable given the considerable additional needs of some groups of pupils at the school.
- The high number of pupils who are supported by the pupil premium funding make good
progress. They reach similar levels of attainment in English and mathematics, being less than a
term behind their peers by the time they leave Year 6.
- Those pupils who speak English as an additional language make good progress, have bespoke
programmes of interventions to support their language development and are quickly integrated
within classes. They reach the expected levels by the end of Year 6.
- The school promotes equality of opportunity well, and provides good-quality additional provision
for disabled pupils and those with special educational needs. Additional needs are identified early
and good-quality interventions in English and mathematics mean that these pupils close the
attainment gaps between themselves and their peers rapidly. Pupils with greater needs make
good progress in academic and social skills and are provided with good-quality resources and
experiences needed to support their development in all areas.
- The bespoke programmes of support enable pupils who benefit from the on-site resource
provision to develop their academic, social and communication skills and to integrate fully into
the school. Many of these pupils move quickly from intervention programmes back into
mainstream provision as they quickly catch up to the level of their peers.
- The most able are challenged to achieve higher levels through a well-developed grouping system
where pupils move to more advanced groups systematically each half term in English and
mathematics. In mathematics, this has enabled pupils to reach the higher Level 6 by the end of
Key Stage 2 for the first time this year.
- There are some differences between the progress of boys and girls in the Early Years Foundation
Stage; for example, boys’ writing and girls’ skills in physical education progress more slowly at
the start of school, but these gaps close during their time in school.
- Pupils gain good reading skills and the use of small groups with well-trained teaching assistants
ensures that pupils make good progress and reach good standards in reading.
- The youngest pupils’ writing skills remain slightly below those expected for their age. A new
system for improving writing is starting to show a positive impact on increasing progress, and
pupils now reach levels closer to those expected for their age by the end of Key Stage 1.
- A new system for teaching English and mathematics has had the most positive impact on pupils’
mathematics results, which have dramatically increased. Teachers are able to use more accurate
and systematic feedback on pupils’ progress to target lessons to increase pupils’ rates of
|The quality of teaching||is good|
- Teachers deliver well-planned lessons that cover the curriculum well. Teachers and teaching
assistants use questions skilfully to challenge pupils to learn and to ensure that they understand
the important points of the lessons.
- Staff who work within the special educational needs resource unit are well trained, highly
experienced and provide pupils with the quality support that they need to access the curriculum.
The bespoke English and mathematics support meets the needs of these pupils well. The good
one-to-one support provided in the afternoons enables them to access the rest of the curriculum
within the conventional classrooms.
- Teaching assistants and additional experts, deliver a wide range of extra provision for all pupils
well, particularly in English and mathematics. These interventions accelerate learning and enable
the pupils who benefit from them to close any gaps in their achievement with others.
- Varied and exciting methods are used to encourage pupils to explore topics and challenge them
to respond; this was observed, for example, when teachers dressed as Roman centurions and on
another occasion when a whole-class teddy bear’s picnic was created. Games are used to
encourage younger pupils, who learn valuable lessons in how to lose gracefully and how to take
turns. On these occasions, teachers promote academic achievement and also the development
of pupils' social and communication skills.
- The school is implementing a new system for assessing pupils’ progress. It is further advanced in
mathematics than in English, but is already having a significant, positive impact on pupils’
- Work seen in pupils’ books shows they are making good progress in a broad range of topics and
developing skills across the curriculum. Information and communication technology (ICT) is used
well and pupils are developing their ICT skills well, although a little more slowly in Key Stage 2.
- In subjects other than reading, writing and mathematics, pupils' work and the quality of teaching
are not checked as closely as they might be. Marking is mostly good but, in some cases, pupils
do not receive feedback that enables them to know how well they are doing and what they need
to do to improve.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. They are enthusiastic learners, who are proud of their school
and of their achievements, and they like their teachers and classmates.
- The ethos within school is very positive. Pupils enjoy school and it is an inclusive community
where all are valued. Almost a third of the pupils regularly attend the breakfast club and start
the day eating and playing together.
- Records of behaviour show that there has been a decrease in the number of incidents of poor
behaviour over the last five years. Pupils and midday staff describe playtimes as fun and
managed well, and pupils enjoy the activities provided for them. They play together well, are
polite and well mannered.
- The school’s work to keep pupils safe and secure is good. Pupils feel safe and incidents of poor
behaviour within lessons are rare. A continual focus on developing personal and social skills
within lessons teaches pupils how to stay safe. Pupils have a good awareness of how to treat
one another with respect and consideration. Pupils’ awareness of cyber-bullying is not well
developed in all years.
- Parents are kept well informed and have a good relationship with the school. Regular events
involving parents to develop family health awareness are held within school and are well
- Policies and procedures for managing pupils’ behaviour and safety are comprehensive and cover
all required aspects. The school makes good use of external expertise, including that of health
workers, social workers and the local authority and good records are kept of all actions taken to
help and support pupils.
- The particular needs of pupils with challenging behaviour are managed well. Provision for them
is good and these pupils make good progress in developing ways to manage their own behaviour
- Attendance figures are below average and a number of pupils with additional needs have
particular difficulties attending school. The school is working with a wide range of agencies
across social care and health to address this issue and the school's own learning mentor works
directly with families. As a result, rates of attendance are slowly increasing over time, as
programmes of support begin to have a positive impact.
|The leadership and management||are good|
- Leaders use a wide range of information on the quality of teaching and on the achievement of
groups of pupils in checking on the school’s performance. This information enables leaders to
check the progress of different pupil groups against national figures, which helps to ensure they
achieve well. It also ensures efforts are targeted to those areas of most need and the impact of
actions taken is monitored closely to ensure success.
- Middle leaders manage their areas of responsibility well and systems for including all leaders and
managers in the evaluation of the school’s performance are very effective. The on-site resource
unit is led and managed well.
- The development of pupils’ spiritual, moral, social and cultural experiences and skills is a
particular strength of the school. All staff continually focus on the pupils’ well-being as much as
improving their academic performance. Pupils’ successes in these areas are celebrated equally
strongly, and the value of these skills is promoted consistently well across the school.
- The curriculum is broad and balanced and regular checks ensure that there is equality of
provision for all pupils. Literacy and numeracy are managed well, and systems for monitoring
these areas are robust. The reduced systems for monitoring other subjects are not as effective.
They do not, for example, inform action and improvement plans with sufficient detail on pupils'
performance in these other subjects.
- The local authority has supported the school well, with training and expertise to help the school
implement new programmes and evaluate the success of current provision and action taken. The
school has employed additional expertise to raise standards further, for example from a reading-
recovery teacher, in response to correctly identified needs.
- The spending of the primary school sport funding has been planned well, for example on areas
that will increase pupil participation in all forms of physical education, and its impact is
- Safeguarding arrangements meet requirements.
- The governance of the school:
Governors are well informed and enthusiastic. They understand the school's particular context
well, and are knowledgeable about the school's work for pupils with additional needs. Finances
are managed well, and systems for monitoring the school’s performance are robust. The
additional funds for pupils supported by the pupil premium are managed well and their impact
is clearly measured. Reports on the quality of teaching and learning use detailed performance
data which inform the governors well about the progress pupils are making in English and
mathematics. The school has deployed staff effectively and is providing good value for money.
Performance management procedures are closely linked to pay and any underperformance is
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||106054|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||219|
|Appropriate authority||The governing body|
|Date of previous school inspection||24 March 2011|
|Telephone number||0161 428 5445|
|Fax number||0161 491 6218|