Crowcroft Park Primary School

Crowcroft Park Primary is a warm, inclusive school where pupils feel safe and valued, behaviour is calm and orderly, and attendance is promoted effectively. Leaders have made inclusion a central priority, disadvantaged pupils and pupils with special educational needs and/or disabilities generally make secure progress, and outcomes in reading, writing and maths are broadly in line with national averages, with recent writing and maths results showing particular strength. Phonics delivery has improved, early years provision is developing well, and pupils benefit from a broad personal development programme and wide enrichment offer. The curriculum is broad and balanced, and leaders have an accurate general view of strengths and priorities. However, implementation is not consistently strong across all subjects: in a small number of subjects pupils’ knowledge is less secure, assessment checks do not always pick up gaps and misconceptions, and teaching is not always adapted quickly enough. Support for some pupils with SEND does not always have the intended impact, and leaders’ monitoring of disadvantaged pupils’ progress across the full curriculum is not rigorous enough. Governors and leaders are committed and staff wellbeing is strong, but curriculum monitoring sometimes lacks the depth and precision needed to prompt swift action. The school serves a highly disadvantaged community with above-average SEN support and has seen recent leadership and staffing changes.

Strengths

• Pupils feel safe, valued and well cared for.
• Behaviour is calm and orderly, with positive relationships.
• Attendance is promoted effectively and persistent absence has improved.
• Phonics delivery has improved and more pupils are becoming fluent readers.
• Inclusion is central, with stronger identification of SEND.
• Support for pupils with complex needs and pupils new to English is effective.
• Disadvantaged pupils often achieve in line with others nationally.
• Pupils access a broad enrichment and personal development offer.
• Disadvantaged pupils are supported to take part in wider opportunities and leadership roles.
• Staff wellbeing, workload management and professional development are strong.
• Governors are committed and fulfil their statutory duties.
• Early years staff build strong communication and language skills.

Areas for Improvement

• Curriculum implementation is not consistently strong across all subjects.
• Pupils’ knowledge in a small number of subjects is not as deep and secure as it could be.
• Assessment checks do not consistently identify gaps and misconceptions.
• Teaching is not always adapted well enough to address misconceptions.
• Support for some pupils with SEND does not always have the intended impact.
• Monitoring of disadvantaged pupils’ progress across the full curriculum is not rigorous or consistent.
• Curriculum monitoring lacks depth and precision, so issues are not always addressed swiftly.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Crowcroft Park Primary School attended 93.6% of sessions (the national figure for primary schools was 94.8%). 11.5% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.8% of pupils at Crowcroft Park Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Crowcroft Park Primary School had 17.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 15.6% of pupils at Crowcroft Park Primary School were on SEN support (nationally 15.4%) and 6.8% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Crowcroft Park Primary School received £8,485 and spent £8,346 for each of its 242 pupils. It ended the year with reserves of £151,000 (£627 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Crowcroft Park Primary School's Ofsted rating?

The latest Ofsted rating for Crowcroft Park Primary School is Expected standard, from an inspection in January 2026.

When was Crowcroft Park Primary School last inspected by Ofsted?

Crowcroft Park Primary School was last inspected in January 2026.

How many pupils does Crowcroft Park Primary School have?

Crowcroft Park Primary School has 250 pupils on roll.

What age range does Crowcroft Park Primary School cover?

Crowcroft Park Primary School for pupils aged 3 to 11.

What are Crowcroft Park Primary School's SATs (KS2) results?

In 2025, 66% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Crowcroft Park Primary School?

Crowcroft Park Primary School is at Stovell Avenue, Manchester, M12 5SY.