Unsworth Primary School

Unsworth Primary School Blackley Close, Parr Lane, Bury, Unsworth, Lancashire, BL9 8LY

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Overall effectiveness

Previous inspection: Outstanding 1 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Outstanding 1 Leadership and management Good 2

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Overall effectiveness

This is a good school.  Unsworth is highly valued by pupils, their families, staff and the local community.  During the inspection pupils’ behaviour in and around the school was exemplary and school records show that this is typical. Pupils feel happy, safe and secure.  Pupils really value their school community, the staff and each other. From an early age they have an extremely positive attitude towards learning.  Pupils get off to a good start in the Early Years Foundation Stage and make good progress during their time at school.  Pupils achieve well and standards reached in reading and mathematics are higher than those found nationally.  The teaching of reading is extremely effective. By the time pupils leave in Year 6 they are very competent readers and well prepared for the next stage in their education.  Overall, teaching is good and some is outstanding. Pupils are very keen to learn and enjoy the range of activities in lessons.

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Overall effectiveness

 Teachers and teaching assistants ensure that those who need extra help receive precisely tailored support. Staff work extremely well with external agencies to help pupils and their families.  Pupils’ enjoyment of music and art is fostered by regular visitors to the school and a breadth of trips. Together with enrichment activities after school this contributes extremely well to their spiritual, moral, social and cultural development.  Topic work helps pupils to develop their numeracy and literacy skills. Pupils are encouraged to find out things for themselves.  Unsworth is an improving school. It is extremely well led by the forward thinking headteacher. Leaders and managers have secure systems to enhance the quality of teaching and ensure continual improvements in pupils’ achievement.  The governing body provides a good balance of support and challenge. Together with senior leaders governors are concentrating on raising

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It is not yet an outstanding school because

 Not enough pupils make better than expected progress in writing.  Pupils are not consistently challenged to extend their vocabulary and check spellings.  Some pupils do not always use accurate grammar when they are explaining ideas and in their written work.

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Information about this inspection

 The inspectors observed nine teachers and visited 13 lessons. In addition, the inspectors made a number of short visits to lessons and listened to pupils read.  Discussions were held with school staff, groups of pupils, senior staff and leaders with responsibility for a specific subject, parents, members of the governing body and a representative from the local authority.  The inspectors observed the school’s work and looked at a wide range of documentation including safeguarding documents, the school’s procedures for gaining an accurate view of its own performance, its development plans, records of pupils’ standards and progress, documents relating to attendance and behaviour, and pupils’ work in their books.  The inspectors took account of the 75 responses to the online questionnaire (Parent View).

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Inspection team

Naomi Taylor, Lead inspector Additional Inspector Terry Bond Additional Inspector

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Information about this school

 Unsworth is an average-sized primary school.  The proportion of pupils known to be eligible for the pupil premium is below that found nationally. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children that are looked after by the local authority.)  The number of pupils from minority ethnic groups is below the national average and the proportion of pupils who speak English as an additional language is well below average.  The school provides a specially resourced provision, for pupils with special educational needs, for up to 14 pupils with speech and language difficulties. The proportion supported by school action plus and/or with a statement of special educational needs is above average.  The proportion of pupils supported at school action is below average.  Since the previous inspection the school has gained International School, Sing-Up Gold, Leading

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Information about this school

Parent Partnership and Quality Mark awards.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.

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What does the school need to do to improve further?

 Accelerate pupils progress in writing by:  ensuring teachers consistently correct inaccurate grammar when pupils are speaking and in their written work  providing more opportunities for pupils to extend their range of vocabulary and to independently check and edit their work, particularly spellings.

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The achievement of pupils is good

 Children settle very well into the Early Years Foundation Stage as a result of very effective transition arrangements between school, home and nurseries. They make good progress because of the clear focus on communication, language and calculation skills. The Reception- aged children benefit from the wide range of activities that they can use both in the classroom and outdoors.  Most children join Reception class with skills that are below those typically expected for their age, particularly in personal and communication skills. Children do well in the Early Years Foundation Stage and this continues in Years 1 and 2. They join Year 3 with attainment levels which are higher than those typical for their age in reading and mathematics.  Younger children learn effectively how to link letters and the sounds that they make (phonics). Phonics is effectively taught in small groups based on pupils’ abilities. The proportion of pupils

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The achievement of pupils is good

reaching the expected level in reading in Year 1 is higher than the national average. Similarly, the proportion attaining the higher levels in reading at the end of both key stages is higher than average. Writing is not as strong, although pupils reach standards by the end of both key stages which are broadly in line with the national average.  There is a whole-school, systematic approach to teaching mathematics, ensuring pupils have secure mental mathematics skills to help with problem solving. Standards reached at the end of both key stages are above average.  The proportion of pupils making expected and better than expected progress in reading and mathematics from their individual starting point is generally higher than that found nationally. Not enough pupils make better than expected progress in writing but there is an improving picture. Pupils are well prepared for the next stage in their education.

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The achievement of pupils is good

 Most pupils, including those eligible for pupil premium funding, those accessing speech and language provision, disabled pupils and those who have special educational needs, make the same good progress because of timely and sharply focused help from teachers, teaching assistants and external agencies. Pupils for whom English is not their first language and those from minority ethnic groups also make good progress. The attainment of pupils known to be eligible for free school meals is similar to that of other pupils in school in English and mathematics. This demonstrates the school’s commitment to equality of opportunity for all pupils.

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The quality of teaching is good

 Teaching is consistently good throughout the school and some teaching is outstanding.  Where teaching is at its best, teachers and teaching assistants plan lessons very well together to ensure pupils are given work to get the best out of them. Consequently, pupils learn rapidly because they are given work which matches their ability and they are finding out things for themselves.  An example of this was seen in a Key Stage 2 lesson when pupils were shown a scene from history using an interactive whiteboard and asked to imagine that they were there. Pupils enthusiastically talked with their partners about what they might have seen and how they would have felt. Using a planning sheet with prompts from the teacher pupils then readily embarked on organising their ideas and making notes in preparation for writing a letter. Pupils of all abilities were highly engaged and enjoying their learning which had been designed to stretch and

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The quality of teaching is good

challenge their literacy skills. With excellent teacher support all pupils made outstanding progress.  Similarly, in a Key Stage 1 mathematics lesson the teacher and teaching assistant had priced up products for the pupils to buy and provided them with a wide range of coins. The pupils clearly enjoyed selecting a couple of items, recording the cost of each and then working out how much money they needed in total, before finding the necessary coins. Excellent progress was made with their application of their numeracy skills to a real-life situation.  Although pupils are regularly encouraged to explain their thoughts and ideas, teachers do not always correct inaccurate use of grammar in their speech and this sometimes happens in their written work too. A few pupils have a limited bank of vocabulary and are not always reminded to find alternative words. There are inconsistencies in how often pupils are encouraged to check

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The quality of teaching is good

and edit their work, particularly spellings. A new marking policy has been written to address this issue. Pupils are consistently well informed about how to improve their work.  Teachers and teaching assistants who support those with special educational needs and pupils known to be eligible for pupil premium funding are well trained to provide for the individual learning needs of each pupil. They always encourage pupils to do their best.

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The behaviour and safety of pupils are outstanding

 When children join Unsworth they learn from an early age how to value each other, the adults around them and their school community. There is an exceptionally strong atmosphere of mutual respect starting in Reception and continuing throughout the school. This leads to pupils feeling happy, safe and secure. This is reflected in their above-average attendance and their punctuality in the mornings, which is very good indeed.  Pupils behave exceptionally well both in lessons and around the school and this results in extremely positive attitudes to learning and care towards each other. This was reflected in conversations with pupils and their families, and from all the views expressed on Parent View. All parents expressed their confidence in the school.  Pupils’ experiences are extended through a range of well-managed excursions. During the inspection many of the Year 5 and 6 pupils set off for a residential trip, having been extremely

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The behaviour and safety of pupils are outstanding

well prepared for the experience.  Staff ensure that pupils feel safe and learn how to keep themselves safe, including when they are online. Pupils say that bullying is not an issue at this school and school records and the views of parents support this view. Pupils learn about different types of bullying. They are adamant that they could turn to any adult in the school if they felt unsafe and that there are clear procedures that would deal with issues should they arise.  Those who attend Unsworth in order to access the speech and language provision are full-time pupils and are fully integrated into the life of the school. All pupils learn to play instruments and this contributes to pupils’ exceptionally strong personal and social development.  The quality of artwork displayed in school reflects the pride that pupils take in their work. The ‘Well Done’ assemblies encourage pupils and staff to celebrate hard work and achievement.

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The behaviour and safety of pupils are outstanding

 Parents of pupils with speech and language difficulties are invited into school each term to engage in activities with their children and staff. In the week that the inspection took place a baking day was planned.

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The leadership and management are good

 The headteacher and senior leaders have a good understanding of how to drive whole-school improvement, and ensure the speech and language provision is well led. The school’s systems to check on pupils’ progress are strong. Some leaders and managers are still developing new roles to check the quality of teaching within their areas of responsibility.  The headteacher is an excellent role model for staff and leads by example. She ensures that all staff are well supported through training opportunities both within the school and beyond. Improvements to the quality of teaching are clearly evident and, as one member of staff commented, the headteacher provides ‘fabulous opportunities’ to improve practice.  The local authority effectively provides guidance for the school with ‘light-touch’ support.  Since the previous inspection an enquiry-based curriculum has been developed which encourages pupils to find out things for themselves. Spiritual, moral, social and cultural

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The leadership and management are good

development is a strength and supports pupils to make an excellent contribution to the positive atmosphere in school. Music and art are central to the life of the school. All Year 5 pupils get the opportunity to learn a brass instrument, which they clearly enjoy.  The governance of the school:  The governing body is committed to continually driving improvements at this school. Governors ensure that the school fulfils its statutory responsibilities; all staff have been vetted and trained appropriately to keep pupils safe. They have an accurate overview of the overall provision. The governing body works closely with the senior leadership team. Governors challenge staff on pupils’ progress and have a secure understanding of performance data. This level of enquiry and accountability contributes to shaping the short- and long-term plans for the school based on how well pupils are progressing compared to other schools. Governors

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The leadership and management are good

are aware of the quality of teaching, which is linked to teachers’ appraisal, and salary progression is based on meeting targets. They check that staff make effective use of pupil premium funding to ensure equality of opportunity and that all groups of pupils achieve well.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 105317 Local authority Bury Inspection number 412022

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School details

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

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School details

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 218 Appropriate authority The governing body Chair S Cohen Headteacher C Reynolds Date of previous school inspection 15 April 2010 Telephone number 0161 7664876 Fax number 0161 7664876 Email address unsworth@bury.gov.uk guidance ‘raising concerns and making complaints about Ofsted', which is available 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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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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 assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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