Kearsley West Primary School

Highlights from Latest Inspection

Outcome

Kearsley West Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils enjoy attending this exceptionally nurturing school.

Pupils conduct themselves impeccably in lessons and at social times. From the early years, they enjoy following well-established routines for learning. Pupils fully understand the school's effective rules.

They rise to staff's high expectations of their conduct. Pupils know that the school expects them to concentrate on learning and to produce their best work. They work hard and most achieve well in most subjects.

Pupils benefit from an extensive r...ange of activities that develop their talents and interests. They relish opportunities to perform, sometimes at prestigious events, such as the Farnworth Matters Celebration. Pupils delight in having their 'passports' stamped to record enrichment activities, leading to a 'graduation' ceremony at Bolton University.

Older pupils take their responsibilities towards younger ones very seriously. They help them to play and learn. Pupils celebrate the differences between people enthusiastically, including in culture and religion.

Those who have joined the school from other countries told the inspector that pupils and staff made them feel hugely welcome from the start.

Pupils who are worried or not feeling their best know who they can turn to in school. This includes spending time with Winnie, the school's therapy dog.

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

The school has developed an ambitious curriculum, which meets the needs of its pupils and relates to the rich heritage of the local area. It flows from the Nursery Year to Year 6. The curriculum in the early years takes into account children's starting points and levels of English.

It enables children to learn what they need to make a good start to Year 1. Staff know what they should teach and in which order. The school identifies connections between subjects so that pupils can make useful links.

For example, the subject matter of reading books used in English is often related to what pupils learn in subjects, such as geography and history.

In a few subjects, the school has recently introduced new curriculums, which better match national requirements. The school ensures that staff address the gaps in learning which have arisen from the transition between old and new curriculums.

Staff have strong knowledge of the subjects that they teach. In most subjects, they use this well to plan activities that motivate pupils and allow them to make strong progress through the curriculum. They check what pupils have learned and adapt teaching accordingly.

In these subjects, staff use effective strategies to ensure that pupils remember learning over time. However, in a small number of subjects, these strategies are not sufficient to ensure that pupils remember what they have learned previously. Consequently, some pupils do not build as well as they could on prior knowledge.

At times, they find it difficult to understand how past and current learning fit together under the big themes of the subject.

Staff in the early years and key stage 1 are experts in teaching early reading. They make sure that pupils who are having difficulty receive the help that they need to keep up with their classmates.

By the end of Year 1, the majority of pupils are fluent and accurate readers. Adults in the school frequently read to pupils and share their own enthusiasm for books. Pupils enjoy reading the school's wide range of texts for pleasure.

The school makes sure that pupils develop positive attitudes to learning. From the start of the Nursery Year, children learn to listen intently, follow instructions and take turns. This strong foundation contributes to pupils concentrating well and collaborating successfully in pairs and groups as they move up the school.

The school has strong procedures for identifying the needs of pupils with special educational needs and/or disabilities (SEND). Staff are skilled and patient. They ensure that these pupils follow the same curriculum as their classmates and learn successfully alongside them.

The school ensures that pupils are well prepared for life in modern Britain. Pupils show respect for ways of living which are different from their own. The school gives pupils extensive opportunities to develop leadership.

Ambassadors, including for each subject, play an important role in the school's decision-making and in organising activities for their peers.

The school builds very positive relationships with parents and carers. It has developed strong partnerships to involve them in their children's education and ensure high rates of attendance.

Staff appreciate the opportunities that the school has given them for high-quality training, particularly related to their subject-leadership roles. They know that their work is valued.The school considers the impact of changes in policy on staff's workload and well-being.

Highly skilled governors know the school very well and contribute strongly to its continued improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, staff's strategies to help pupils to remember subject content over time are less effective than in others.

In these subjects, some pupils struggle to recall what they have learned in previous years. These pupils find it difficult to combine prior learning with new subject content. The school should ensure that, in these subjects, staff strengthen and extend current strategies so that pupils remember important knowledge and build on past learning.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 judged the school to be good for overall effectiveness in March 2015.