Bolton-le-Sands Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy at Bolton-le-Sands Church of England Primary School. Staff have built strong relationships with them.

They greet pupils warmly as they arrive at school. This helps pupils to feel safe. Pupils and parents value the family atmosphere in school and feel part of the strong school community.

Pupils said that bullying rarely happens. When it does, they trust adults to deal with it quickly and successfully.

Leaders have high expectations of pupils, including those with special educational needs and/or disabilities (SEND).

These expectations are understood and followed by most pupils. As a result, most pupils behave and achieve well..../>
Pupils feel like they are part of a team in this school.

They enjoy the opportunities provided by leaders to work together and build friendships. For example, pupils enjoyed the residential visit to the Isle of Man. They appreciated the chance to work as a team to build a raft.

Pupils also enjoy exploring where they live. A recent project helped pupils to find out more about their local area. Pupils produced artwork for their own exhibition and invited families and local residents into school to celebrate their achievements.

These experiences help pupils to develop a sense of place and community.

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

Leaders have constructed a broad and ambitious curriculum for all pupils, including for those with SEND. Pupils, including children in the early years, have any additional needs identified quickly.

These children and pupils are supported well to access the same curriculum as their friends. For example, children, pupils and staff learn British sign language to ensure that all pupils are included in learning and other aspects of school life.

Leaders are in the process of redesigning the curriculum.

In some subjects, and in the early years, leaders have thought carefully about the important knowledge they want children and pupils to learn and when they should learn it. This helps to prepare children and pupils for the next stage of their education. However, in other subjects, this is not the case.

Some subject leaders have not had the training they need to develop the subject curriculums as well as they should.

In most subjects, teachers have the knowledge and expertise they need to deliver the curriculum well. However, leaders have not ensured that there is a consistent approach to how teachers check what pupils know and can remember.

Consequently, pupils have gaps in their knowledge in some subjects.

Leaders have prioritised reading across the school, from the early years to Year 6. Pupils, including children in the early years, have a love of reading and are encouraged to read widely and often.

Leaders have introduced a new phonics curriculum. Staff have been trained to deliver it well. Children in the early years, and older pupils who struggle to keep up with the reading curriculum, are supported effectively to catch up.

The books that children and pupils read match their phonic knowledge. As a result of leaders' actions, most pupils achieve well and become confident and fluent readers.

Pupils are enthusiastic about their learning and enjoy their lessons.

In most lessons, they are settled and focused on their work. Routines for learning and behaviour are established in the early years and continue throughout the school. Children and pupils are polite, articulate and confident.

Pupils said that learning is rarely disrupted by poor behaviour.

Leaders have planned a number of opportunities for pupils that extend beyond the academic curriculum. Pupils learn how to care for the environment.

For example, pupils look after the school beehives and plant trees with members of the local community. Some pupils attend a bicycle recycling club to renovate old bicycles and use bicycle parts for craftwork. This helps pupils to become active citizens.

Pupils value the opportunity to be responsible members of the school. For example, some older pupils are prefects or buddies. They help younger children and pupils at lunchtime.

They also enjoy being role models for younger children. Pupils learn about other faiths and cultures. They understand the importance of treating everyone fairly and equally.

Governors have a clear oversight of the priority to further develop the curriculum. They challenge leaders and hold them to account. Staff are well supported by leaders.

Staff said that their workload and well-being are prioritised.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff have the training they need to identify pupils who may be at risk of abuse or neglect.

Staff know pupils well and are alert to signs that they may be suffering from harm. Staff know how to report any concerns they may have and how to record them. Leaders work with other agencies to provide additional support for vulnerable pupils and their families.

Pupils learn how to keep themselves safe. For example, they learn how to keep themselves safe in and near water and on roads. Pupils also know about the risks and dangers online and what to do if they come across them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not ensured that the curriculum is coherently planned and sequenced. This means that pupils do not build their knowledge in a logical way in these subjects. Leaders should ensure that the curriculum is coherently planned and sequenced in all subjects.

• Leaders have not provided sufficient training for subject leaders. As a result, some leaders do not have the knowledge and expertise to lead their subject as effectively as they could. Leaders should ensure that all subject leaders are given the support they need to lead their subject well across the school.

• Leaders have not established a consistent approach to assessment in all subjects. This means that gaps in pupils' knowledge in some subjects are not identified and addressed. Leaders should ensure that there is a consistent approach to assessment so teachers can check what pupils know and can remember.