Bolton Primary School

Age group 4–11 Inspection date(s) 22–23 November 2011 Inspection number 378438 Unique Reference Number 112176 Local authority Cumbria Inspection number 378438 Inspection dates 22–23 November 2011 Reporting inspector Sue Sharkey

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 57 Appropriate authority The governing body Chair Elizabeth Warburton Headteacher Judith Cotter Date of previous school inspection 18 January 2007 School address Bolton Appleby-in-Westmorland CA16 6AW Telephone number 01768 361511 Fax number 01768 361511 Email address admin@bolton.cumbria.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children's services, and inspects services for looked after

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children, safeguarding and child protection.

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Introduction

This inspection was carried out by two additional inspectors. The inspectors observed teaching and learning in five lessons taught by four teachers. Meetings were held with the headteacher, pupils, representatives of the governing body and staff. The inspectors observed pupils’ work and looked at the school’s system for tracking their progress. They looked at documents relating to the care and protection of pupils (safeguarding) and key school policies. Inspection questionnaires from 29 parents and carers, nine school staff and 30 pupils were also taken into account.

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Introduction

The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.

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Introduction

 The strategies the school has in place to raise attainment and improve achievement in mathematics, and how mathematics is included in other areas of the curriculum.  How well pupils use a wide range of information and communication technology (ICT) resources and the impact this has on their work.  Whether teaching is challenging for all pupils.  How staff in the Early Years Foundation Stage plan for effective use of the indoors and outdoors.

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Information about the school

This is a smaller than average primary school. The proportion of pupils known to be eligible to free school meals is below the national average and most pupils are from White British backgrounds. The proportion of pupils with special educational needs and/or disabilities is in line with the national average. Pupils are taught in three classes: Reception with Year 1; Years 2 and 3; and Years 4, 5 and 6. An independent management committee provides a nursery on the school site each day as well as before- and after-school care. These settings did not form part of the inspection but a report about the quality of their provision can be found on the Ofsted website. The school has Healthy School status and the International School Intermediate award.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Bolton Primary School is a good school at the heart of its community. Pupils blossom academically and personally. Pupils are keen to talk about how much they enjoy school and this is reflected in their very high rates of attendance. The school’s provision for care, guidance and support and its links with a wide range of partners are outstanding. Parents and carers value very highly the education their children are getting and the outstanding manner in which the school engages with them. A typical comment is, ‘I could not praise this school highly enough, it offers children a safe and friendly environment where they are extremely happy and make great progress.’

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Main findings

Children get off to a good start in the Early Years Foundation Stage, responding well to its warm and welcoming environment. Effective use of the indoor and outdoor provision is planned for. However, the quality of outdoor provision is less stimulating than the indoor provision. The use of the outdoor provision is not used consistently well enough to develop fully children’s independent learning.

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Main findings

Pupils’ attainment at the end of Year 6 is above average, reflecting good progress from their generally expected starting points. Pupils achieve well across the school because of good teaching and an engaging curriculum. Teachers have a good understanding of how well pupils are doing and use data to plan suitably challenging tasks for them. However, there are occasions when higher-attaining pupils are not challenged in mathematics in order to accelerate their learning. Lesson-planning incorporates a wide range of activities. However, there are too few practical activities in mathematics to actively engage pupils in their own learning. Pupils talk enthusiastically about their contribution to school. Their involvement with the wider community through activities such as raising funds for local, national and international charities is excellent. The school council is proud of the role it plays and is delighted that its suggestions to improve playtime activities have been acted upon.

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Main findings

Pupils’ understanding of the importance of a healthy lifestyle is first class and they appreciate the many opportunities they have to take part in fitness activities.

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Main findings

The headteacher’s strong leadership and dedicated support from staff and the governing body have helped the school to build on its strengths and maintain its outstanding quality of care, guidance and support. The school has made good progress since the previous inspection in improving provision and raising attainment. Self-evaluation is accurate and the outcomes are used effectively to target actions for further improvement. The school’s capacity to carry on improving is therefore good.

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What does the school need to do to improve further?

 Raise attainment and improve progress in mathematics by: - ensuring that higher-attaining pupils are consistently well challenged in lessons - ensuring that pupils are more actively involved in learning through practical activities.

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What does the school need to do to improve further?

 Improve the quality of provision in the Early Years Foundation Stage outdoor area and ensure that it is consistently well used by children to extend their independent learning.

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Outcomes for individuals and groups of pupils 2

Pupils say they enjoy lessons. They are active and eager learners who achieve well. Their enjoyment is evident in their supportive approach to each other, which helps to make school a safe and very welcoming place. For example, in a lesson for Year 2 and Year 3 pupils looking at a book they were reading about an owl, the teacher planned different activities for pupils in small groups to explore the owl’s adventures. Pupils talked easily with each other and they all gathered to share their findings and discuss patterns that emerged throughout the book. The teacher’s probing questions extended pupils’ learning as well as their language skills.

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Outcomes for individuals and groups of pupils 2

Due to the small numbers in different year groups, there can be some fluctuation in children’s skills and knowledge when they enter the Early Years Foundation Stage. Generally they are broadly in line with what is expected for their age. However, their reading, writing and calculation skills are usually lower. Pupils make good progress so that when they leave school in Year 6 attainment is above average and sometimes significantly so. Pupils with special educational needs and/or disabilities also make good progress as a result of well-planned programmes of support which run smoothly because of the skilled and sensitive support from well-trained teaching assistants.

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Outcomes for individuals and groups of pupils 2

Pupils’ high levels of attendance reflect their enjoyment of school and the supportive relationships that have been forged with parents and carers. Pupils are polite and well-mannered. They are rightly proud of the responsibilities they assume in the school by, for example, representing their year group on the school council or by becoming house captains. Pupils talk passionately about their jobs in school, particularly the importance of playtime monitoring when older pupils help teachers by taking turns to look after and play with younger children. Pupils have an excellent knowledge of how to be healthy because the curriculum and teachers promote this extremely well. The very supportive family atmosphere and attention to personal, social and health education help pupils to understand the consequences of their actions and how to stay safe. Pupils’ spiritual, moral, social and cultural development is good and reflected in pupils’ positive attitudes, good behaviour, good respect for

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Outcomes for individuals and groups of pupils 2

adults and their awareness of the needs of others. With the wide range of skills pupils acquire and their high attendance, pupils are well-placed to move on to their next stage in education.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning

Taking into account: Pupils' attainment 1 The quality of pupils' learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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How effective is the provision?

Teaching is typified by very good relationships with pupils and good questioning by all adults to extend pupils’ language and learning. Teachers are adept at spotting, and intervening, when pupils make mistakes. They use these opportunities to ensure full understanding and a grasp of ideas and concepts. Teachers’ planning incorporates a range of learning activities for pupils but there are not always practical activities in mathematics to ensure that pupils are actively involved in learning. Teachers’ subject knowledge is good and technology is used effectively to help bring lessons to life. Targets in English and mathematics are valued by pupils, as are the prompt cards, which pupils say are very useful in helping them to check their work at the end of lessons.

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How effective is the provision?

The good curriculum provides a wide range of learning experiences and is used well by teachers to underpin pupils’ learning. Last year the school changed the way they design and plan the curriculum. Staff and pupils were equally involved and, as a result, there are now stronger links between subjects that add interest, fun and enjoyment to learning. There is a wide range of enrichment activities offering pupils the chance to add to their skills and interest through visits, visitors to school and by learning to play a musical instrument, for example. Extra-curricular activities, such as hand bell ringing, chess and scrabble as well a number of sporting clubs, are well attended after school.

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How effective is the provision?

Pupils’ welfare is given the highest priority, reflected in the comment of one parent who wrote, ‘The school does everything it possibly can to help and care for children and is very quick to accommodate their on-going individual needs.’ A range of specific support programmes is highly successful in meeting the needs of pupils with

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low special educational needs and/or disabilities. The care given to pupils is exemplary and partnerships with other agencies are thoroughly embedded in the work of the school. These excellent liaisons help to support pupils' well-being, as well their learning. Arrangements when children start school are extremely comprehensive, and through the excellent links with other local primary schools Year 6 pupils start secondary school with a network of established friendships.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The effective leadership and management of the headteacher promote well the inclusive ethos of the school and provide a strong lead in promoting pupils’ personal development. There is a strong sense of community with excellent partnerships between school and parents and carers. Teamwork is strong and staff share a united ambition to ensure that every child achieves his/her potential. Close monitoring of lessons and the rigorous tracking of pupils’ progress means that the headteacher is well aware of what needs to be done to raise achievement further.

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How effective are leadership and management?

The governing body is proactive and plays an effective role in shaping the school’s direction. It has a good understanding of how well pupils are doing as a result of asking challenging questions of the headteacher. Members of the governing body are extremely committed and provide good monitoring, support and challenge. The safeguarding of pupils’ welfare is good and supported by clear policies that are rigorously implemented and well-integrated throughout all aspects of the school. The school is a cohesive community within which all groups are treated equally and there is no room for discrimination. The school actively promotes community cohesion through involving pupils in a wide range of activities to develop their understanding of the world around them. Areas for future development aimed at promoting engagement with a range of groups beyond the school and the immediate community have been identified. Links with local schools and other organisations

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How effective are leadership and management?

make a very significant contribution to the curriculum and to pupils’ personal development. The school has a very welcoming approach which embraces the wider community by sharing its resources generously. The school has forged excellent links with parents and carers who play a key role in the life of the school. Their views are frequently sought. For example, when the school was developing its website, parents and carers were consulted and their suggestions were incorporated into its design and content. Newsletters are used successfully to ensure that all parents and carers are kept up to date with school information.

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How effective are leadership and management?

These are the grades for the leadership and management

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driving improvement

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children settle quickly into the school because of the high-quality care and support they receive as well as the very good induction process. Reception children work alongside Year 1 children and enjoy a wide range of activities, because good planning ensures they are well catered for and both age groups are suitably challenged. For example, children found building an aeroplane and selecting the most appropriate tools to connect the various parts together very testing. They used the tools well and enjoyed the challenge of finding the right parts to go in the right places. Discussion helped this decision-making and the aeroplane was gradually built.

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Early Years Foundation Stage

Children learn how to play together and socialise, establishing a politeness and courtesy that leads to purposeful relationships with adults and other children. Leadership and management of the Foundation Stage are good and ensure that planning reflects an understanding about how young children learn. Children are well-taught and good use is made of assessment in helping identify what children need to do next. As a result, they make good progress during their Reception Year so that by the time they reach Year 1 most have reached the levels expected for their age in most areas of learning. However, skills in reading, writing and calculation are generally somewhat lower. Children enjoy working and playing both indoors and outside. However, outdoor provision is not as effective as indoor provision because it is not used with enough frequency to develop children’s independent learning.

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Early Years Foundation Stage

Children’s personal, social and emotional development is good; they behave well and are keen to learn. Children with special educational needs and/or disabilities make good progress because early assessment highlights their needs and good teaching support is provided. Staff are vigilant in ensuring that children’s welfare needs are catered for fully .

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

The overwhelming majority of parents and carers who returned the questionnaire are positive about the way the school cares for and educates their children. They feel that their children enjoy school, are kept safe and they are pleased with their children’s progress. All are happy with the overall quality of their children’s experience. Inspection findings support their views.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Bolton Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspector received 29 completed questionnaires by the end of the on-site inspection. In total, there are 57 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 18 62 10 34 1 3 0 0 The school keeps my child safe 21 72 8 28 0 0 0 0 The school informs me about my child's progress 19 66 9 31 1 3 0 0 My child is making enough progress at this school 15 52 12 41 1 3 0 0 The teaching is good at this school 19 66 9 31 0 0 0 0 The school helps me to support my child's learning 17 59 9 31 2 7 0 0 The school helps my child to have a healthy lifestyle 13 45 14 48 1 3 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 17 59 10 34 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 15 52 12 41 1 3 0 0 The school deals effectively with unacceptable behaviour 18 62 9 31 1 3 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 17 59 9 31 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 18 62 11 38 0 0 0 0 Overall, I am happy with my child's experience at this school 21 72 7 24 1 3 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

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Outstanding Good Satisfactory Inadequate

The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Outstanding Good Satisfactory Inadequate

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

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Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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to share with their children. It describes Ofsted's main

findings from the inspection of their school.

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Inspection of Bolton Primary School, Appleby-in-Westmorland – CA16 6AW

 Thank you for making us so welcome when we visited your school recently. We enjoyed talking with you and watching you learn in lessons. We found that you have an excellent understanding of the importance of keeping healthy, and were very impressed with all the activities you do in school to keep you fit and your excellent attendance. Your behaviour is good and raising money for various charities is just one way in which you make an outstanding contribution to the community. Overall, we found that your school provides you with a good education, so that you are able to make good progress in your work. The excellent partnerships the school has with your parents and carers and with outside agencies, contribute well to this and your learning. We were particularly impressed with how caring everyone is, not just how well all the adults in school look after you but also how well you look after each other. We thought your system of helping at break time was terrific! Well done!

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Inspection of Bolton Primary School, Appleby-in-Westmorland – CA16 6AW

There are some things that we have asked your teachers to do to help to make your school even better. Firstly, we want your teachers to make sure that they always challenge you enough in mathematics lessons so that you learn more; secondly we want them to make sure that there are more practical activities in mathematics so that you are always busy; and thirdly, we are asking the school to improve how the outdoor area for Reception children is used to give you more opportunities to try out your own activities.

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Inspection of Bolton Primary School, Appleby-in-Westmorland – CA16 6AW

Congratulations on everything you do with the community and with other schools. We were amazed to find out about all the clubs you have after school and how people in your village help you, such as with hand bell ringing. We were really delighted that you said that you enjoy coming to school. Remember always to do your best and help your teachers. Thank you for helping us and for being so polite.

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Inspection of Bolton Primary School, Appleby-in-Westmorland – CA16 6AW

I wish you the very best for the future.

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from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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