Rostrevor Road, Stockport, Cheshire, SK3 8LQ
0161 480 8466

Ofsted Report 2023

On July 18th & 19th, St Ambrose Catholic Primary School was inspected by Ofsted.  We have been judged a Good school and we are very proud of our success!

This is an extract from their report.

"This is a good school.

Click here to view the Ofsted Report

  • St Ambrose Catholic Primary School is a warm, friendly and welcoming place. Pupils enjoy coming to school and value its strong sense of community. They also enjoy speaking to visitors . Pupils are enthusiastic when they talk about their school and the learning that they do.
  • Pupils who are new to the school settle quickly and make friends due to
    the care that they receive from nurturing staff.
  • Leaders ambiti on for all pupils to be happy, independent and confident learners shines throug h in the range of opportunities pupils get beyond the classroom. 
  • Leaders have high aspirations for all pupils behaviour and achievements , including those with special educational needs and/or disabilities (SEND). Pupils rise to these
    expectations . They work hard during lessons and achieve well.
  • Pupils behave very well in school . This means th at they can get on with their learning, with very few distractions. They understand what constitutes bullying . I f poor behaviour or bullying happens , then staff deal with it quickly.

Ofsted Report 2018

On March 6th & 7th, St Ambrose Catholic Primary School was inspected by Ofsted.  We have been judged a Good school and we are very proud of our success!

This is an extract from their report.

"This is a good school.

  • The headteacher and her senior leaders have a clear understanding of the school’s strengths and weaknesses and are determined to continue to improve the quality of education at the school.
  • The curriculum is broad and balanced and contributes successfully to the good progress that pupils make.

  • The quality of teaching across the school is good. Teachers use questioning effectively to enable most pupils to develop their knowledge, skills and understanding in a range of subjects.
  • Pupils feel safe in school and know how to keep themselves safe.

  • Pupils behave well around school and in classrooms. Teachers and leaders deal swiftly with the few incidents of misbehaviour.
  • Attendance rates remain close to the national average. Leaders work effectively with other agencies to reduce the proportion of persistent absenteeism.

  • Governors are supportive of the school, know its strengths and weaknesses and contribute to its continuous improvement.
  • Leaders have used professional development and training opportunities within the school and in partnership with other local schools to improve the quality of teaching.

  • Children in the early years make good progress. Most of them are ready for Year 1 by the time they finish their Reception Year.
  • Across a range of subjects, almost all pupils make good progress from their different starting points.

  • Disadvantaged pupils make good progress due to well-planned interventions. Although their attainment is improving over time, the difference from that of others nationally is still too great.

  • Teachers occasionally do not give work that challenges the most able pupils. Proportions of pupils attaining the higher standards are not high enough.

  • Success criteria in the school development plan and in teachers’ performance targets are not sharp or measurable enough to allow the school to hold staff to account for pupils’ achievements.

  • Subject leadership is in the early stages of development as new leaders begin to implement their plans for their subjects. However, leaders do not yet know how well pupils are achieving in subjects other than English and mathematics.
  • The local authority provided effective support to leaders and governors, enabling leaders to improve progress and attainment in 2017.