|Name||Alderman Bolton Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 November 2016|
|Address||Longdin Street, Latchford, Warrington, Cheshire, WA4 1PW|
|Religious Character||Does Not Apply|
|Number of Pupils||unknown|
|Number of Pupils per Teacher||19.8|
|Academy Sponsor||Warrington Primary Academy Trust|
|Percentage Free School Meals||32.6%|
|Percentage English is Not First Language||19.6%|
Information about this school
The school does not meet requirements on the publication of: information about the name of a person to whom enquiries should be addressed; full performance data; full details of the curriculum followed by the school; full details on how bullying is prevented; details in the information report about special educational needs provision around managing parental complaints; a remissions element to the charging and remissions policy; and dates of appointment for governors and their attendance for last academic year. The school is aware of these omissions and has taken action to remedy them. The seconded executive headteacher is in post until the substantive headteacher returns from maternity leave. Alderman Bolton Community Primary School is larger than average in size. The percentages of pupils from minority ethnic groups and who speak English as an additional language are below the national averages. The proportion of pupils who receive support in school for their special educational needs and/or disabilities is slightly above the national average. The proportion of pupils who have an education, health and care plan is below the national average. The proportion of pupils who are supported through pupil premium funding is substantially above the national average. The school meets the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress by the end of key stage 2.
Summary of key findings for parents and pupils
This is a good school School leaders have created a caring and nurturing atmosphere that is appreciated by parents and pupils. It is an improving school and senior leaders have led improvements to the quality of teaching, learning and assessment since the previous inspection. The broad and stimulating curriculum has had a positive impact on pupils’ strong spiritual, moral, social and cultural development. Children get off to a good start in the early years and make good progress. Governors know the school well and constantly challenge leaders to strive for the best possible outcomes for their pupils. Senior leaders provide effective training to ensure that teaching is of good quality. Pupils are well behaved and considerate of others. They know how to keep themselves safe, for example when using the internet. Teachers do not use the school’s marking and feedback policy consistently to enable pupils to understand the next steps in their learning. Most-able pupils in lower key stage 2, including those who are disadvantaged, do not make as much progress as they could because teachers do not consistently stretch or improve their skills and knowledge.