Audenshaw Primary School

Audenshaw Primary School is performing securely overall, with inspectors finding no area that requires improvement and safeguarding standards met. It is a welcoming, positive school where pupils feel valued and safe, behave well, attend regularly and benefit from strong early years and inclusion provision. Reading and mathematics outcomes are a particular strength, including for disadvantaged pupils, and support for pupils with special educational needs and/or disabilities is effective. The main area for development is writing. Published writing outcomes do not yet reflect the school's current work, and the disadvantaged pupils' writing attainment gap is a concern. Leaders have made writing a priority and are refining the curriculum, but this work is still at an early stage across the school. Teaching is generally effective, although occasionally staff do not choose the most appropriate approaches, which can limit the depth of some pupils' learning. Leaders and governors know the school well and have created a positive, supportive culture for staff and pupils. The next steps are to sustain the work to refine the writing curriculum and its teaching so pupils achieve consistently highly over time, and to continue helping staff refine teaching approaches and resources so pupils build deep subject knowledge across the curriculum.

Strengths

• Pupils have extremely positive attitudes to learning and behave respectfully, with calm and purposeful classrooms.
• Attendance is above national averages for all groups, with very few pupils persistently absent.
• Early years provision is strong, helping children quickly gain phonics, reading, writing and number skills.
• Reading outcomes and Year 1 phonics screening results are consistently above national averages.
• Mathematics outcomes are above national averages, including for disadvantaged pupils.
• Pupils with SEND and disadvantaged pupils are well supported to access the full curriculum and achieve well.
• The curriculum is clearly sequenced and builds knowledge well, with effective teaching in most lessons and subjects.
• Personal development is well planned, covering safety, healthy relationships, diversity and extra-curricular opportunities.
• Leaders and governors know the school in detail and use effective systems to drive improvement.
• Safeguarding standards are met, with an open culture and swift, decisive action on concerns.

Areas for Improvement

• Published writing outcomes are below national averages and do not yet reflect recent improvements.
• Disadvantaged pupils' writing attainment gap remains significant.
• The writing curriculum redesign and teaching are at an early stage across the school.
• Teachers occasionally do not choose the most appropriate teaching approaches, limiting the depth of some pupils' learning.
• Leaders need to sustain work to refine the writing curriculum and teaching so pupils achieve consistently highly over time.
• Leaders should continue to support staff to refine teaching approaches and resource use so pupils build deep subject knowledge across the curriculum.

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 Audenshaw Primary School attended 96.7% of sessions (the national figure for primary schools was 94.8%). 3.8% 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, 0.5% of pupils at Audenshaw 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 Audenshaw Primary School had 21.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 20.8% 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, 15.3% of pupils at Audenshaw Primary School were on SEN support (nationally 15.4%) and 1.4% 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 Audenshaw Primary School received £7,299 and spent £7,230 for each of its 209 pupils. It ended the year with reserves of £56,000 (£269 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 Audenshaw Primary School's Ofsted rating?

The latest Ofsted rating for Audenshaw Primary School is Expected standard, from an inspection in July 2026.

When was Audenshaw Primary School last inspected by Ofsted?

Audenshaw Primary School was last inspected in July 2026.

How many pupils does Audenshaw Primary School have?

Audenshaw Primary School has 209 pupils on roll.

What age range does Audenshaw Primary School cover?

Audenshaw Primary School for pupils aged 4 to 11.

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

In 2025, 63% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Audenshaw Primary School?

Audenshaw Primary School is at Ash Street, Audenshaw, Manchester, M34 5NG.