Lily Lane Primary School

What Ofsted said

From the inspection on 4 February 2026

Pupils’ achievement is weak, with most pupils being ill-prepared for the next stage of their learning. Most pupils have significant gaps in reading, writing and mathematics, and they struggle to recall knowledge taught in other subjects. These gaps go unchecked and are not addressed quickly enough. Pupils with special educational needs and/or disabilities (SEND) do not have their needs identified accurately, and they receive inconsistent support. As a result, many pupils make limited progress from their starting points. Staffing turbulence continues to hinder leaders’ ability to secure the improvements that pupils urgently need. This is in stark contrast with the school’s ambition and motto, 'Let’s learn and succeed together.' Most pupils feel included in school life. They enjoy taking part in wider opportunities such as sports clubs, art and choir sessions, science and reading clubs. Many pupils spoke with enthusiasm about a singing performance and a debating competition with other local schools. Pupils value taking on leadership roles and contributing to the school community. They enjoy local visits and trips that use the Manchester tram network. Leaders ensure that disadvantaged pupils and pupils with SEND access all enrichment activities. Pupils are safe in school and know who to talk to if they are worried. They understand what bullying is and feel adults help when concerns are raised. Pupils learn how to keep themselves safe, including online. They enjoy wider experiences, such as sporting competitions, gardening activities and recycling workshops, which help broaden their understanding of the world. However, pupils report that poor behaviour often interrupts lessons, which affects their confidence and enjoyment of school. Attendance is improving but remains too low for many pupils. Pupils learn about fundamental British values and what it means to contribute positively to their school and the wider Moston community. However, inconsistent behaviour and attitudes prevent them from thriving as they should.

What the school should improve

• Leaders must implement effective strategies to reduce rates of persistent absenteeism, so that all pupils attend school frequently.
• Leaders must ensure that all staff have the necessary training and expertise to apply the behaviour policy consistently well, so that persistent low-level disruption is eliminated and all pupils can focus on their learning.
• Leaders should ensure that their strategic intentions to bring about improvements are implemented effectively and in a timely manner, so that pupils benefit from a high quality of education and care across the school.
• Leaders must ensure that staff routinely identify and resolve gaps in pupils’ foundational knowledge of spelling, handwriting and grammar so that pupils, including those in the early years, are prepared fully for the next stage of their education.
• Leaders should ensure that the curriculum is delivered effectively so that pupils develop a firm body of knowledge across all subjects and achieve well.
• Leaders should ensure that staff have the expertise to identify accurately the needs of pupils with special educational needs and/or disabilities and adapt the curriculum effectively to enable these pupils to achieve well.
• Leaders should work in partnership with staff, parents and carers so that all stakeholders understand the changes needed to improve the school and build confidence that the actions leaders are taking make a positive difference.

Read the full Ofsted report (opens in a new tab)