The Marlborough Primary School
Headteacher: Mrs Susan Pollard
School holidays for The Marlborough Primary School via Cheshire East council
420 pupils capacity: 87% full
195 boys 53%
175 girls 48%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 391863, Northing: 375518
- GPS coordinates
- Latitude: 53.277, Longitude: -2.1235
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 19, 2012
- Region › Const. › Ward
- North West › Macclesfield › Macclesfield Tytherington
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.5 miles Tytherington High School SK102EE (1066 pupils)
- 0.5 miles Tytherington School SK102EE
- 0.6 miles Beech Hall School SK102EG (228 pupils)
- 0.7 miles Bollinbrook CofE Primary School SK103AT (203 pupils)
- 0.8 miles Hurdsfield Community Primary School SK102LW (103 pupils)
- 0.8 miles Hurdsfield County Junior School SK102RQ
- 0.8 miles Hurdsfield County Infant School SK102LW
- 0.8 miles Springfield Pre-Preparatory School SK102AP
- 1 mile The King's School In Macclesfield SK101DA (1249 pupils)
- 1.1 mile Bollington Cross CofE Primary School SK105EG (158 pupils)
- 1.1 mile St Bride's School SK101BP
- 1.3 mile Puss Bank Junior School SK101QJ
- 1.3 mile Dean Valley Community Primary School SK105HS (194 pupils)
- 1.3 mile Puss Bank Nursery and Infant School SK101QJ
- 1.3 mile St Gregory's Catholic Primary School SK105HS (79 pupils)
- 1.3 mile Macclesfield Preparatory School SK118PX
- 1.3 mile Puss Bank School SK101QJ (387 pupils)
- 1.4 mile Parkroyal Community School SK116QX
- 1.4 mile Upton Priory Junior School SK103ED
- 1.4 mile Upton Priory Nursery and Infant School SK103ED
- 1.4 mile Upton Priory School SK103ED (463 pupils)
- 1.4 mile Parkroyal Community School SK116QX (398 pupils)
- 1.5 mile Bollington St John's CofE Primary School SK105LY (63 pupils)
- 1.6 mile The Education Unit SK103JF
Ofsted report transcript
The Marlborough Primary
Tytherington Drive, Macclesfield, SK10 2HJ
|Inspection dates||19 - 20 September 2012|
|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
| Pupils achieve well and reach above |
Pupils’ personal and social development is
The pupils enjoy school. They are happy
Teaching is good. It has improved
average standards in each section of the
school: in Early Years (Reception), and in
Key Stages 1 and 2.
nurtured effectively and they are well
prepared for the next stage of their
here; they feel safe and behave well. The
Marlborough is a vibrant school, where
there is always lots going on to interest
significantly since the last inspection.
Improvements in the teaching of English
and mathematics have driven up
standards and raised expectations of what
pupils can achieve.
| Leadership is strong at all levels, including |
governance. Much has been achieved by
school leaders: a previous decline in
outcomes at the end of Key Stage 2 has
been arrested, traditional strengths have
been maintained, and the school is
| A small proporion of teaching still requires |
| Occasionally, there are gaps in pupils’ |
knowledge and understanding that are
legacies of previous, less effective
|Inspection report:||Marlborough Primary School, 19 – 20 September 2012||2 of 9|
Information about this inspection
- Inspectors observed 17 lessons. As the inspection took place early in the school year,
pupils’ work from the previous year was also scrutinised as well as their current work. A
wide range of documentation was examined, including records of the pupils’ progress in
- Meetings were held with pupils, senior staff, subject leaders, members of the governing
body, a representative of the local authority and with a group of parents.
- Sixty seven on-line responses to Parent View were analysed during the inspection. The
evidence from Parent View was supplemented by letters received from individual parents
and from an analysis of the results of the school’s own survey of parental opinion.
|Brian Padgett, Lead inspector||Her Majesty’s Inspector|
|Jeremy Barnes||Additional inspector|
|David Halford||Additional inspector|
|Inspection report:||Marlborough Primary School, 19 – 20 September 2012||3 of 9|
Information about this school
- The school is larger than the average-sized primary school.
- The school educates pupils from many parts of Macclesfield. Most of the pupils are White
British with around 10% of pupils from a diverse range of minority ethnic backgrounds.
- The proportion of pupils believed to be eligible for free school meals, and therefore in
receipt of the pupil premium, is below average.
- The proportion of pupils with special educational needs supported at school action is below
average. The proportions of pupils with a disability or with special educational needs
supported at school action plus or with a statement of special educational needs are also
- Before- and after-school childcare is provided within the school grounds by the Kool out of
School Club. There is also provision for pre-school children on site at the Greenhills Pre-
School. Both are privately managed and are inspected separately by Ofsted. They were not
part of this inspection.
- The school exceeds the floor targets for standards and progress in English and mathematics
laid down by the government as a minimum requirement for primary schools.
What does the school need to do to improve further?
- Improve the proportion of good and outstanding teaching further by eradicating those
aspects of teaching that require improvement.
- Identify and close any remaining gaps in pupils’ knowledge and understanding arising from
|Inspection report:||Marlborough Primary School, 19 – 20 September 2012||4 of 9|
|The achievement of pupils||is good|
- Nearly all children entering Reception have pre-school experience. They settle into school
extremely well. They consistently make very good progress from their different starting
points, including a good start to early reading. Children regularly leave Reception exceeding
the expected levels of skills, knowledge and understanding for their age.
- Pupils sustain good progress in Key Stage 1, making good gains in their numeracy and
literacy skills and in their personal and social development. Standards at the end of Key
Stage 1 are above average in reading, writing and mathematics and are improving, year-
- The decline in standards in Key Stage 2 in recent years has been arrested. The trend is now
firmly upwards. Year 6 pupils achieved well in the 2012 national, end of Key Stage 2 tests,
comfortably exceeding their challenging targets in English and mathematics. A small
proportion of pupils have gaps in their knowledge and understanding from when the school
was less effective. Teachers are identifying these gaps and remedying them.
- In all year groups, the school’s records show pupils make at least the gains expected of
them. The pupils’ exercise books retained by the school from the previous school year show
work of good quality. The inspection took place early in the new school year but pupils’
exercise books already contained a considerable amount of work of good quality. In
lessons, most pupils’ learning was good because they were given work that matched their
learning needs and often challenged their thinking. The vast majority of parents believe
their children are doing well at the school.
- Pupils who fall behind with their work are identified quickly. The school provides a wide
range of support programmes and interventions to enable them to catch up. Pupils
identified with special educational needs also receive the support they need and make
similarly good progress to other pupils. The school has had notable success in providing for
pupils with disabilities.
|The quality of teaching||is good|
- The majority of teaching observed in lessons was good. In each key stage, including in the
Early Years Foundation Stage (Reception), teaching of an outstanding quality was seen.
The school’s monitoring records and external assessments corroborate these findings.
Classroom routines have been quickly established and teachers have made a purposeful
start to the new school year. Pupils have made a good start to learning.
- There have been significant improvements to many aspects of teaching since the last
inspection. Lesson planning, the accurate assessment of work by teachers to plan and set
targets, the marking of work and the involvement of pupils in evaluating what they have
learned and in understanding their next steps have all improved. Teaching in the core skills
of literacy, numeracy, and information and communication technology is now very secure.
- A small proportion of teaching in Key Stages 1 and 2 requires improvement. The school’s
monitoring of teaching quality is rigorous so areas for further development are already
identified. Programmes of mentoring and training opportunities have been successful in
promoting improvement, suggesting the capacity for further improvement is good.
- Teaching assistants make a major, positive contribution to learning in all classes. They
support groups of pupils within lessons, teach specific programmes (for example, in
mathematics) outside of class, and help individual pupils with particular learning needs to
access the full curriculum.
|Inspection report:||The Marlborough Primary School, 19 - 20 September 2012||5 of 9|
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. They have good attitudes to work. They like their teachers
and enjoy school. Relationships with all staff are good. The school has a warm and
welcoming ethos especially valued by parents and carers.
- Older pupils look out for younger ones. For example, acting as a buddy for children in
Reception is part of the duties of Year 6 pupils.
- Pupils feel safe. They have trust in the adults who care for them at school. This is because
any incidents that arise are dealt with quickly. Pupils have a good knowledge of how to
keep safe and of e-safety in particular. Bullying of any form is not tolerated and pupils
report with confidence ‘there is no bullying here’.
- Attendance is above the average for primary schools.
- Although good, pupils’ behaviour is not outstanding. There is occasional low-level
disturbance in lessons. However, this closely mirrors the quality of the teaching. In
outstanding lessons, behaviour is outstanding. Behaviour is less than good only in lessons
that require improvement.
|The leadership and management||are good|
- The headteacher provides outstanding leadership for the school. She has successfully driven
the improvements in teaching quality and outcomes for pupils while maintaining the
traditional strengths of the school that parents have long valued. The monitoring and
evaluation of teaching and performance are extremely rigorous.
- A strong leadership team has been created. Leadership is well established at all levels;
subject leadership, for example, is developing well. New teachers are supported well and
there are many training opportunities for established staff to foster further improvement.
There is, therefore, good capacity to sustain improvement.
- The school provides an exciting, broad and balanced curriculum for its pupils. It is rich in
special events that interest and motivate pupils and there is an extensive programme of
after-school clubs. There has been significant improvement in mathematics.
- Safeguarding and arrangements for child protection are robust and meet requirements.
- Equalities are promoted well. Pupils who may be vulnerable to underachievement are
nurtured and monitored carefully. Leaders value diversity and encourage respect for others
and the understanding of differences. As a consequence, pupils’ spiritual, moral, social and
cultural development is good.
- The school has developed many productive partnerships. Of particular note are the
partnerships with parents, the community and that with the local secondary school. All are
aimed at improving learning opportunities for pupils and for strengthening the school’s
position at the heart of the community. Parents commented in particular about the
improving communications between home and school, soon to be enhanced by an
improved school website.
- The local authority has provided good support. It has provided a valuable overview of
provision and has brokered effective consultant support for the school.
The governance of the school:
- Governance is of good quality. The governing body is well organised and efficient. It is
thoroughly involved in the strategic direction of the school.
The Year 6 pupils were not present during the week of the inspection. They were on a residential course in
|Inspection report:||The Marlborough Primary School, 19 - 20 September 2012||6 of 9|
- Individual governors bring valuable expertise to bear; for example, governors have a keen
understanding of the school’s performance through their understanding of data. The level
of challenge to the school’s leaders is high; for example, through the appointment and
performance management of staff. School leaders welcome governors’ involvement.
- Governance continues to improve. For example, governors are becoming better informed
about the use of the pupil premium funding.
|Inspection report:||Marlborough Primary School, 19 – 20 September 2012||7 of 9|
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.
|Inspection report:||Marlborough Primary School, 19 – 20 September 2012||8 of 9|
|Unique reference number||111027|
|Local authority||Cheshire East|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||All-through|
|Age range of pupils||4 - 11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||337|
|Appropriate authority||The governing body|
|Date of previous school inspection||October 2009|
|Telephone number||01625 383050|
|Fax number||01625 612918|
|Inspection report:||Marlborough Primary School, 19 – 20 September 2012||9 of 9|
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