|Name||Queensbridge Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 June 2018|
|Address||St Germain Street, Farnworth, Bolton, Lancashire, BL4 7BL|
|Religious Character||Does Not Apply|
|Number of Pupils||241 (49% boys 51% girls)|
|Number of Pupils per Teacher||22.2|
|Percentage Free School Meals||19.9%|
|Percentage English is Not First Language||20.7%|
Information about this school
Since the previous inspection, several members of staff have been appointed, including two newly qualified teachers. A new headteacher and deputy headteacher have been appointed. Three new governors have joined the governing body, including the chair of the governing body. Extensive refurbishments have taken place in the early years provision. This includes a large covered outdoor learning and play area. Queensbridge Primary School is designated by the local authority as an inclusive school. The school a specialist resource base for pupils who have complex disabilities and/or special educational needs, known as the ‘Smart Room’. Seven pupils currently use this room. In addition, two children from the Nursery access this provision. The school is well known in Bolton for its work with children who have emotional and/or behavioural problems and admits such pupils at various times during the academic year. The proportion of pupils who have special educational needs and/or disabilities is average. However, some year groups have high proportions of such pupils. Currently, 15 pupils have education, health and care plans, which is well above average. Education, health and care plans are for a range of needs including profound and multiple learning disabilities, severe learning difficulties and physical disabilities. Queensbridge School is a smaller-than-average-sized primary school. Almost half of all pupils are disadvantaged and in receipt of support through the pupil premium funding. Most pupils are of White British heritage. An average proportion of pupils speak English as an additional language. Children under five attend the Nursery on a part-time basis. All children in the Reception class attend full time. The school runs a breakfast club, which is managed by the governing body. This provision was inspected. At the time of the inspection, two pupils were attending a pupil referral unit, Youth Challenge, on a part-time basis. These pupils are on the school roll. Staff from a local outstanding school, St Peter’s in Farnworth, provided support to Queensbridge staff. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ outcomes in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The new senior leadership team has worked successfully with governors, staff, parents and carers to create a purposeful learning community where pupils enjoy learning, are safe and are taught well. Together with governors, senior leaders have ensured that pupils’ achievement and the quality of teaching have improved since the previous inspection. Governors are committed to ensuring that the school continues to improve. However, not all have a precise understanding of how pupils’ performance compares with that of other pupils nationally. At the end of Year 6 in 2017, pupils’ progress was good in reading and mathematics. Their progress in writing was in the top 20% of all schools nationally. In 2017, pupils’ outcomes at the end of key stage 1 were not strong. However, current pupils are making strong progress in English and mathematics in all year groups. Their attainment is rapidly improving. Pupils benefit from a stimulating curriculum which captures their interests, broadens their experiences and develops their interests in areas such as music, art, science and world cultures. Pupils in the school’s resource base, the Smart Room, are exceptionally well cared for by specialist staff. As a result, pupils thoroughly enjoy learning and make good progress. The quality of teaching, including in phonics, is good. Most teachers’ and teaching assistants work well together to meet the individual needs of pupils, including those who have special educational needs and/or disabilities. Teachers have created a ‘buzz’ of excitement and fostered great interest in reading. However, pupils do not always realise their potential in all subjects, because they are not consistently challenged in their learning. Pupils’ behaviour is good. They are becoming increasingly resilient and are attentive in lessons. However, too many pupils are persistently absent from school. Leaders are effective in promoting pupils’ spiritual, moral, social and cultural development, as well as their appreciation of British values. Most parents and carers are highly complimentary about the school. They are of the view that their children are happy, safe and making good progress. Children get off to a good start in the early years and make strong progress in all areas of learning. However, procedures to monitor children’s learning are not sufficiently rigorous.