Claypool Primary School

Inspection of a good school: Claypool Primary School Salisbury Road, Horwich, Bolton, Lancashire BL6 6LN

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Inspection dates: 11 and 12 January 2022

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Outcome

Claypool Primary School continues to be a good school.

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What is it like to attend this school?

Pupils enjoy coming to this caring and nurturing school. They said that they feel safe and are happy. Pupils appreciate the way that staff show them respect. They said that staff are kind and always have time to listen to them. Pupils and staff are genuinely proud to be part of the ‘Claypool family’.

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What is it like to attend this school?

Leaders are ambitious for all pupils. The pupils spoken to all agreed that ‘everyone is valued, inspired and nurtured’. Pupils enjoy learning. They live up to the school motto and strive to see that ‘it is always possible’ to achieve their best.

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What is it like to attend this school?

Pupils behave well. They are kind and caring. Younger pupils talked with excitement about how they will be called the ‘beacons of light’ in Year 6. They said that this is when they are the role models for all pupils in the school. Pupils know what bullying is. They said that if it should ever happen, their teachers would help them to stop it quickly.

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What is it like to attend this school?

Pupils take part in a wide range of clubs after school. They enjoy representing the school in many different sporting competitions. Pupils wear bronze, silver and gold stars on their collars with pride. These are given to pupils to acknowledge their contribution to school life.

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

Leaders have a clear overview of the school’s strengths and where it could improve. They have created a curriculum that is ambitious and reflects their high aspirations for all pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils study a wide range of subjects. They are prepared well for the next stage in their education.

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

Leaders have carefully considered the essential knowledge that they want children in the early years and pupils across the rest of the school to learn. Curriculum content is ordered 11 and 12 January 2022

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logically so that pupils build on what they already know. Staff have strong subject knowledge. In lessons, staff check what pupils have learned. They address misconceptions quickly and give extra support to pupils if needed.

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Children in the early years quickly settle into classroom routines. Pupils behave well in lessons. They listen carefully and concentrate because they want to learn. This means there is little disruption to pupils’ learning.

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Leaders have effective systems in place to identify the needs of pupils with SEND. Staff, including those in the early years, are skilled at providing support for these pupils. As a result, pupils with SEND achieve well.

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Subject leaders are knowledgeable and passionate about their subjects. They have received the training that they need to lead their subject well. In most subjects, leaders check how well the curriculum is being delivered. However, due to the pandemic, some subject leaders are at an early stage of checking how well the curriculum is helping pupils to gain the knowledge that they should. They are, therefore, unsure if pupils achieve as well as they can in these subjects.

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Leaders have made sure that the teaching of reading is a priority. Across the curriculum, books are selected that develop pupils’ vocabulary and help to bring their learning to life. Pupils display good attitudes to reading. The phonics programme is well structured and systematic. Staff have received the training that they need so that they can teach phonics well. They select books that are closely matched to the sounds that pupils already know and are learning in class. Staff regularly check the progress that pupils make. Extra support is put in place for any pupils who need to catch up. Leaders’ actions have ensured that pupils achieve well in reading.

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Leaders have made sure that the curriculum provides pupils with many opportunities to enhance their personal development. Pupils talked sensibly about a range of issues, for example respecting difference and what makes a good friend. Pupils are keen to take on roles and responsibilities. They especially enjoy being buddies to younger children when they start in early years. Leaders and staff encourage all pupils to be kind whenever possible. Their acts of kindness are celebrated through awards and celebration weeks.

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Staff are proud to work at the school. They said that leaders and governors treat them with respect. This helps them to feel valued. Staff appreciated the way that governors checked in with them throughout the pandemic.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have established a safe and secure environment where the safety of pupils is a priority for all staff. Clear policies and procedures make sure that staff know their responsibilities for safeguarding. Staff receive relevant and regular training and updates. They know what to do when they have any concerns about a pupil. Staff work well with other agencies and professionals to keep pupils safe. 11 and 12 January 2022

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Leaders have made sure that across the curriculum there are a wide range of opportunities for pupils to learn how to stay safe. Pupils have a detailed understanding of how to stay safe online. They know what action to take if they ever feel unsafe.

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(Information for the school and appropriate authority)

 Due to the pandemic, in some subjects, leaders have not checked the implementation and impact of the curriculum. This means that they do not have a clear understanding of what is going well and what needs to be improved. Leaders should ensure that subject leaders check the quality of education so that pupils achieve as well as they can in all subjects.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

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Background

This is the second section 8 inspection since we judged the school to be good in March 2013.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school. 11 and 12 January 2022

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In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route.

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School details

Inspection number 10212413 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 8 February 2017, under section 8 of the Education Act 2005

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Information about this school

 The school uses one alternative provider.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with school leaders and has taken that into account in her evaluation.  During the inspection, the inspector carried out deep dives in early reading, physical education and mathematics. These involved visiting lessons with subject leaders, discussing curriculum plans, talking to pupils and teachers and looking at pupils’ work.  The inspector held meetings with the headteacher, the deputy headteacher and members of the governing body, including the chair of governors. 11 and 12 January 2022

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 The inspector observed pupils reading to a familiar adult. She also held discussions with the subject leaders for history, computing and music.  The inspector checked leaders’ safeguarding procedures. She viewed a range of safeguarding documentation.  The inspector considered the responses to Ofsted Parent View and spoke to parents and carers at the start of the school day. The inspector also reviewed the responses to the pupil and staff questionnaires.  The inspector observed pupils’ behaviour at playtimes, lunchtime and during lessons. Pupils also talked with the inspector about their views on their school.

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Inspection team

Julie Barlow, lead inspector Her Majesty’s Inspector 11 and 12 January 2022

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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