Bolshaw Primary School

Highlights from Latest Inspection

Outcome

Bolshaw Primary School continues to be a good school.

What is it like to attend this school?

Pupils, and children in the early years, are happy and safe.

They enjoy coming to school. During social times, pupils play together harmoniously. Pupils said that there is very little falling out.

They told inspectors that leaders will quickly resolve any issues that occur, including bullying. Pupils explained that leaders expect them to behave well at all times.

Pupils explained the importance of being polite and friendly.

They explained how on a daily basis they live out the school's values of honesty, empathy, aspiration, respect and teamwork. Pupils show respe...ct for one another and for the wider school community.

Pupils enjoy taking on leadership responsibilities.

For example, pupils who are mathematics ambassadors plan clubs and create newsletters. Well-thought-out enrichment activities, such as residential trips, help pupils to grow in confidence. The school's outdoor learning curriculum has a positive impact on developing pupils' resilience and cooperation skills.

Pupils have high aspirations for their own learning. This is because of the high expectations that all staff have of what pupils can achieve. Overall, pupils learn well.

Children in the early years are well prepared for the demands of Year 1.

Most parents and carers are positive about the care and support that their children receive. Parents explained that pupils benefit from a strong sense of community.

Inspectors found that every pupil is respected and valued for their individuality.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum for pupils, including pupils with special educational needs and/or disabilities (SEND). Children in the early years also benefit from a well-designed curriculum.

Leaders strive to ensure that pupils, and children in the early years, achieve well. They are successful in making this happen.

Leaders have thought carefully about the concepts, skills and understanding that they want pupils to learn in each subject.

They regularly check that all subject curriculums identify the key knowledge that pupils must know. This includes subjects across the wider curriculum, for example history and geography. Leaders have ensured that the curriculum is carefully ordered.

For example, the mathematics curriculum is constructed in a logical way to ensure pupils build effectively on earlier learning.

Teachers use checks to identify where pupils may have gaps in their learning. Teachers use these checks to build an accurate picture of what pupils already know.

Leaders provide staff with training to develop their expertise in how to deliver the curriculum. That said, on occasions, subject leaders do not identify where teachers have gaps in their subject knowledge. As a result, some teachers are not as confident and effective in delivering learning in a few subjects.

Leaders prioritise reading. From when children start in the Reception Year, they successfully learn phonics. Adults support children's language development using rhymes, stories and songs.

Adults skilfully model the use of vocabulary for younger children and pupils. The books that pupils read match the sounds that they know. Staff use their phonics training well to check pupils' phonics knowledge.

Leaders ensure that those pupils who fall behind with their reading receive the timely support that they need to catch up quickly.

There is a calm environment in the school. Disruption to learning is rare.

Pupils enjoy their learning. They talked knowledgably with inspectors about what they have studied. For example, in mathematics, pupils discussed how their prior learning supported them with more complex division problems.

In the early years, children benefit from well-designed activities which fully engage them in their learning. As a result, children in the Reception Year get off to a flying start.

Leaders work closely with parents to identify any pupils with SEND.

These pupils receive well-thought-out support from staff. This matches their individual needs. Leaders regularly check that teachers are successfully adapting the delivery of the curriculum to support these pupils.

Pupils with SEND build a secure foundation of knowledge across the curriculum.

Pupils' wider personal development is a strength. Pupils develop an understanding of keeping healthy.

The school council and ambassador roles allow pupils to take on responsibilities. Pupils also develop their interests through activities such as chess club, knitting, yoga and sports clubs. Well-designed opportunities to learn about other cultures and religions help pupils to respect others' differences.

Pupils talk about these with maturity, for example, when discussing their recent work on Hinduism. Pupils are well prepared for life in modern Britain.

Governors have a secure understanding of their roles, including their statutory duties.

They support and hold leaders to account for the quality of education that pupils receive. Leaders are mindful of teachers' workload. Staff know that decisions are taken in the best interests of pupils.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in this school. Staff benefit from appropriate and regular safeguarding training.

This ensures that they are alert to any potential safeguarding concerns. Senior leaders and other staff work effectively to support vulnerable pupils and their families.

Pupils spoke confidently about how to stay safe.

They said that there are adults in school that they would talk with if they were worried or upset. Staff teach pupils how to keep themselves safe, for example when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff have not received subject-specific training in some areas of the curriculum.

This means that in a small number of subjects, teachers lack some expertise in the delivery of the curriculum. Leaders should ensure that staff have the necessary subject-specific knowledge to deliver the full curriculum effectively.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we the school to be good in February 2013.

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