Godley Community Primary Academy Review 2026: High-achieving primary with a strong sense of community

“Team Godley” is more than a slogan here. The academy’s culture is built around clear expectations, a visible rewards system, and a curriculum designed to feel rooted in local context while still aiming high. The latest Ofsted inspection (June 2023) judged the school Good overall, with Outstanding grades for Behaviour and attitudes and Personal development, plus Good for Quality of education, Leadership and management, and Early years provision.

Academically, the published Key Stage 2 picture is notably strong. In 2024, 86.33% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. At the higher standard, 31% achieved the higher standard in reading, writing and maths, compared to 8% across England. This is a school where outcomes, behaviour, and wider development all line up in a coherent way.

The academy’s values language is consistent across communications, classroom practice, and pupil roles. Pupils are encouraged to contribute to school life through structured responsibilities, including roles such as peer mentors and play leaders (a detail that matters, because it signals that leadership is taught rather than left to chance).

The day-to-day tone is shaped by high expectations for conduct. That shows up in practical systems, including merits and “You’ve been spotted” tickets (a specific, named approach to reinforcing behaviour), and a consistent emphasis on kindness and respect between pupils and adults.

Early years is an integral part of the academy rather than a bolt-on. The school describes a teacher-led two-year-old provision called The Nook, plus nursery for three-year-olds, with a blend of structured and play-based learning and an explicit focus on language, communication, and early literacy.

The wider feel is also shaped by being part of a multi-academy trust, The Enquire Learning Trust. Trust support is referenced directly in the way curriculum and staff development are described, and that typically matters most to parents in how consistent teaching and systems feel year to year.

For a state primary, the strongest signals are the combined reading, writing and maths figure at Key Stage 2, plus the scaled scores.

Key Stage 2 (2024)

• Expected standard (reading, writing and maths): 86.33%, vs England average 62%

• Higher standard (reading, writing and maths): 31%, vs England average 8%

• Reading scaled score: 108

• Maths scaled score: 108

• GPS scaled score: 107

This profile suggests two things. First, the typical pupil outcome is strong, not merely a small top end. Second, the higher-standard figure indicates that higher attainers are doing very well, which often depends on tight assessment and teaching routines.

Rankings provide another lens for parents comparing local options. Ranked 2341st in England and 3rd in Hyde for primary outcomes (FindMySchool ranking, based on official data).

For families using results to shortlist, it is worth comparing local primaries side-by-side using FindMySchool’s Local Hub page and the Comparison Tool. That gives context on whether this performance is typical for the immediate area, or whether it stands out sharply.

Reading is treated as a priority from early years onwards, and the detail matters. Nursery children are introduced to sounds and vocabulary through stories, rhymes and play; later on, the school describes an environment where books are “held in high regard”, supported by classroom reading areas and a named space, the Reading Den.

Phonics is described as systematic, with books aligned to the sounds pupils are learning. The practical implication for parents is that early reading is likely to be taught in a structured way, with fewer gaps between instruction and reading practice.

Curriculum design is another distinctive feature. It is described as aspirational and ambitious, built with inspiration from the school’s locality and beyond. That tends to show up in subject choices, examples used in lessons, and the coherence of knowledge across year groups.

Technology appears as a routine classroom tool rather than an occasional treat. The academy describes classrooms with interactive screens plus laptops, iPads and other computing devices used for cross-curricular learning.

One constructive area to watch is how consistently pupils retain and recall learning over time across all subjects, because this was highlighted as an area being refined. In practice, that usually translates into schools strengthening retrieval practice, recap routines, and assessment checks in the subjects that are less established.

As a primary academy, the destination story is mainly about transition and readiness rather than headline percentages.

The school frames preparation for secondary school in terms of core skills and social independence, aiming for pupils to move on “well equipped” for the demands of secondary learning.

What parents should do in practice is check the relevant secondary admissions routes for the address they will be living at when applying. In Tameside, secondary transfer is handled through the local authority’s coordinated system, with a separate set of dates and deadlines from primary entry.

If you are considering moving house, the key is to treat the destination question as a two-step problem: first, whether you can secure a place at this primary; second, what the likely secondary options will be from your address. Families often focus on the first and forget the second until Year 5.

This is a state school, so there are no tuition fees. The main admissions question is demand and timing.

The school is oversubscribed on its primary entry route, with 74 applications for 29 offers, which equates to 2.55 applications per place in the latest dataset. That is meaningful: even where criteria are clear, competition can be the limiting factor.

For Reception entry (September 2026) in Tameside, the published timeline is:

• Applications open 01 November 2025

• Closing date 15 January 2026

• Offer day 16 April 2026

Admissions for the main school are via the local authority, rather than directly through the academy.

Nursery admissions are handled differently. The academy states that nursery applications are made directly to the school, with application forms obtained from the school office.

Because nursery is not part of the statutory coordinated admissions round, parents should treat it as its own process, with its own deadlines and availability.

A practical tip: if you are trying to judge competitiveness for a specific year, do not rely on general talk about “oversubscription”. Use FindMySchoolMap Search to understand your local options, then check the exact application timeline and criteria for each school you might list.

Pupils are encouraged to speak to trusted adults, and concerns, including bullying, are described as being handled quickly and effectively.

Support for pupils with SEND is described as integrated, with early identification and close working with other professionals where needed. The aim is for pupils with SEND to follow the same curriculum as classmates, with teaching adapted appropriately.

Safeguarding is a baseline question for any primary. The June 2023 inspection confirmed that safeguarding arrangements are effective.

This is an area where Godley provides unusually specific examples, which helps parents understand what “enrichment” actually looks like.

A headline feature is Godley Noise, the school band, described as performing both in school and at concerts. That points to an active music culture rather than music being limited to lessons.

Clubs are also concrete and varied. Named examples across school information include cookery, yoga, chess, and eco-club. The academy also publishes examples such as Jewellery Making Club, Lego, and All about Japan Club, plus computing and multi-skills provision.

There is also a strong communications strand that pupils can take ownership of. The inspection report references a weekly “what’s going on” video broadcast, and the school maintains a weekly “What’s Going On, Godley!” update that highlights awards and key events. For some pupils, that kind of structured public-facing project builds confidence quickly, particularly for children who enjoy performance, presenting, or creative production.

Awards and recognition give another signal about breadth. The academy lists achievements including Artsmark Gold, an Eco School Award, and a School Games Award, plus a National Gold Sing Up Award, suggesting that arts, sustainability, and sport are all taken seriously.

The academy publishes a detailed structure of the day. The school day starts at 9:00am, with doors opening at 8:50am. Finish times vary by key stage: Foundation Stage and Key Stage 1 finish at 3:30pm, and Key Stage 2 finishes at 3:25pm.

Wraparound care is provided through Purple Planet. It runs 7:45am to 9:00am, and after school 3:30pm to 5:00pm or 6:00pm. The published charges are £4.50 for the morning session, £6.50 until 5:00pm, and £8.50 until 6:00pm.

Extra-curricular clubs are typically 3:30pm to 4:30pm after school, with collection arrangements described centrally.

For travel, most families treat this as a walking-distance primary if they live locally in Godley, with drop-off patterns shaped by the residential roads around the school. For the most reliable picture, check your likely route at the times you would actually travel, because traffic and parking pressure can vary sharply by year group intake.

• Competitive entry for the main school. Demand is strong, with 2.55 applications per place in the latest dataset. If you are applying for Reception, treat the timeline as non-negotiable and plan documentation early.

• Different finish times by phase. Foundation Stage and Key Stage 1 finish at 3:30pm, while Key Stage 2 finishes at 3:25pm. In some families, that affects sibling logistics and wraparound planning.

• Nursery is a separate route. Nursery applications are made directly to the school, and nursery attendance does not automatically translate into a Reception place in the coordinated admissions round.

• High expectations can feel intense for some pupils. Many children thrive on a clear behaviour culture and structured routines; a minority prefer a looser style. It is worth asking, during a visit, how the school supports pupils who are anxious or slower to settle.

Godley Community Primary Academy combines strong Key Stage 2 outcomes with a clear behaviour culture and a surprisingly specific enrichment offer, from Godley Noise to computing and themed clubs. It suits families who value structure, high expectations, and a school day that is organised down to practical detail. The main challenge is admission, because demand exceeds places, and deadlines matter.