St Brendan’s RC Primary School, Harwood, Bolton

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to St Brendan's. They speak with enthusiasm about their learning and rarely miss a day of school.

Pupils say that any falling out or bullying is rare. They are confident that adults would listen to any concerns they may have. Adults have high expectations for all pupils.

Pupils behave very sensibly in lessons and around school. They are extremely well mannered.

The way that pupils help and look after each other is exceptional.

Parents and carers told inspectors how they value older pupils looking after young children in Reception. They also value the buddy system on the playground, which helps pupils play well together at playtimes....

Pupils are rightly proud of the range of responsibilities they have.

These include roles such as school council members and the 'Gift' team. These teams have all made a positive difference to school life. For example, the gift team models positive behaviour and helps new Reception children to settle into school.

This contributes to preparing them for responsibilities in the future. Pupils enjoy the wide range of clubs they can join, including choir, Spanish and multi-sports. Leaders provide pupils with the skills they need to stay safe, including when using the internet and in the wider community.

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

Leaders and teachers have put in place an exciting curriculum. It is effective in meeting the needs of different pupils. Teachers plan opportunities for pupils to practise what they already know before learning new things.

Pupils develop knowledge and skills across a broad range of subjects. This prepares them well for the next stage in their education. Governors have a good oversight of the curriculum.

They challenge leaders about pupils' achievement across a range of subjects.

Teachers promote a love of reading across the curriculum. Phonics is taught in a logical sequence as soon as children start in the school.

Staff have the skills and training needed to deliver high-quality phonics sessions. Reading books are matched to the sounds that pupils are learning in class. This helps them to become fluent readers.

Over the last few years, nearly all pupils have been successful in meeting the expected standard in the Year 1 phonics screening check. Pupils are enthusiastic readers outside of school. Many pupils spoke positively about their visits to the local library.

In 2019, pupils leaving key stage 2 did not achieve well in reading compared to other pupils nationally. Leaders recognise why this happened. They have revised the reading curriculum to ensure that pupils' achievement improves.

However, these changes are still at early stage of development.Subject leaders have mapped out the key skills and knowledge that they want pupils to learn across the curriculum. This includes those who are disadvantaged and those who have special educational needs and/or disabilities (SEND).

The mathematics curriculum is a strength and pupils achieve well compared with other pupils nationally. Teachers have good subject knowledge. The history curriculum also ensures that pupils gain the knowledge and skills they need.

They are able to recall what they have learned previously. This is because new learning builds on what pupils already know. The music curriculum is also a strength of the school.

Pupils are knowledgeable about a wide range of composers. Pupils learn to play several instruments by the end of key stage 2.Children quickly settle into Reception, make friends and enjoy their learning.

Children are well cared for and feel safe. Teachers make sure that they develop children's early mathematics and language skills. Children achieve well and are prepared well for Year 1.

Staff are proud to work at St. Brendan's. They feel well supported.

Staff appreciate leaders' effort to reduce workload. Leaders and staff understand the importance of well-being. Parents who spoke to inspectors commented positively about homework and the information they receive about the curriculum.

This allows them to support their children's learning at home.

Teachers have high expectations for pupils. Pupils have an extremely positive attitude to learning.

They collaborate highly effectively when learning. Pupils have an exceptionally good understanding of equalities and diversity. Pupils show a clear desire to be responsible citizens.

They work to support the local community. They check air quality and organise litter picking. The study of other cultures and appreciation of art and music are important parts of the school's curriculum.

Pupils have a deep understanding of different religions and customs. Pupils have many opportunities to learn about aspects of life in modern Britain.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that staff have the training they need to keep pupils safe. Staff understand their role in keeping pupils safe. Leaders make sure that families receive the support that they need.

Pupils say they feel safe in school. The curriculum helps pupils understand how to stay safe, both online and in the world outside school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The previous reading curriculum did not ensure that pupils developed the stamina to read at length.

Some pupils' comprehension skills were also not strong. Consequently, at the end of key stage 2, pupils did not achieve well in reading. Leaders should ensure that the new approach to reading becomes embedded so that pupils' achievement in reading improves.

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