Gaskell Community Primary School

Inspection of Gaskell Community Primary School Thomas Holden Street, Bolton, Lancashire BL1 2QG

p.1

Inspection dates: 15 and 16 November 2022

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Early years provision Requires improvement Previous inspection grade Good 15 and 16 November 2022

p.1

What is it like to attend this school?

Everyone is made to feel welcome at Gaskell Community Primary School. Pupils, including children in the early years, enjoy coming to school. Pupils told inspectors that the staff in the school are caring and always willing to help. Pupils feel safe in school.

p.2

What is it like to attend this school?

Leaders have high expectations for pupils’ behaviour. Pupils across the school, including children in the early years, behave well. This means that pupils can get on with their learning without disruption. Pupils learn that everyone should be treated with respect, regardless of their differences. If bullying does happen, staff deal with it effectively.

p.2

What is it like to attend this school?

Pupils make a positive contribution to their local community. For example, pupils raise money for local charities. Pupils enjoy their visits to museums and galleries. Pupils understand how to stay healthy. They are proud to represent their school at events, such as sports competitions.

p.2

What is it like to attend this school?

Leaders expect pupils, including those with special educational needs and/or disabilities (SEND), to achieve well. That said, pupils, including children in the early years, do not achieve as well as they should in some subjects other than English and mathematics. This is because leaders and teachers are not sufficiently clear about what pupils should learn and when this content should be taught in these subjects.

p.2

better?

Leaders have constructed a broad and balanced curriculum across the school. They have carefully considered the knowledge that pupils need to learn in English and mathematics, and the order in which this needs to be taught. Teachers deliver these curriculums well. Consequently, pupils, and children in the early years, progress well in these subjects.

p.2

better?

Curriculum subjects, other than English and mathematics, are at different stages of development. Some curriculum leaders are new to their roles. These leaders have not had the training and support that they need to lead their subjects effectively. While leaders have a broad overview of the key themes that will be taught throughout the year, they have not identified what pupils should learn. This is also true in the early years. This makes it difficult for teachers to design learning that builds on what pupils already know. As a result, they do not achieve as well as they should.

p.2

better?

Teachers routinely check on what pupils know and remember from their previous lessons. This helps teachers to identify where pupils, including those with SEND, need more support. 15 and 16 November 2022

p.2

3

Leaders have prioritised the teaching of early reading. Leaders have ensured that staff have the training and support that they need to deliver the phonics and early reading programme well. Children in the Reception Year readily learn the sounds that letters represent. Pupils read books that match the sounds that they know. Pupils, including children in the early years, who struggle to learn to read, benefit from the support that they receive. Pupils across the school develop a love of reading. Older pupils read often.

p.3

3

Pupils, including children in the early years, behave well. They are polite and respectful. Children in the early years quickly learn the school’s rules and routines. For example, they are keen to lend a hand at tidy-up time. The school is calm and orderly. This means that pupils can get on with learning without distractions.

p.3

3

Pupils’ rates of overall absence and persistent absence remain stubbornly high. Too many pupils, including pupils with SEND, do not attend school often enough. This impacts on how well they learn.

p.3

3

Leaders ensure that all pupils benefit from carefully selected opportunities to enhance their wider development. Pupils learn the importance of keeping fit and eating healthy foods. Older pupils learn about the changes their body and emotions will go through as they grow up.

p.3

3

Leaders ensure that there are effective systems in place to identify SEND early. However, some staff have not received sufficient training to adapt their teaching approaches for pupils with SEND. This means that pupils with SEND do not always access the same curriculum as their peers.

p.3

3

The governing body is relatively new and inexperienced. They ensure that they carry out their legal duties. However, governors do not hold leaders sufficiently to account for the quality of education that pupils receive.

p.3

3

Leaders and governors are considerate of staff’s workload when making decisions. They take positive steps to support staff’s well-being. Staff value leaders’ approachability and the support that they provide.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders ensure that staff know how to keep pupils safe. Staff are vigilant to signs that pupils may be at risk of harm. Leaders work well with other professionals and external organisations. This helps pupils and their families to access the support and help that they need.

p.3

Safeguarding

Pupils learn how to keep themselves safe. Leaders ensure that the curriculum provides opportunities for pupils to understand risks and learn to keep themselves safe. Pupils learn how to protect themselves from harm when working and playing online. 15 and 16 November 2022

p.3

(Information for the school and appropriate authority)

 In some subjects, beyond English and mathematics, leaders have not identified the knowledge that pupils will learn and when this will be taught. This prevents teachers from helping pupils to build on what they already know. Leaders should ensure that there is greater clarity, from the early years to Year 6, about what children and pupils will learn across different subjects.  Teachers have not received sufficient training on how to adapt their delivery of the curriculum for pupils with SEND. This means that some pupils with SEND struggle to access the same curriculum as their peers. Leaders should ensure that teachers adapt their pedagogical approaches to meet the needs of pupils with SEND.  Persistent absence and overall absence rates are high. Too many pupils, including some with SEND, do not attend school often enough. This limits how well these pupils learn. Leaders should take action to reduce levels of absence

p.4

(Information for the school and appropriate authority)

for all pupils, including those with SEND.  Governors do not hold leaders sufficiently to account for the quality of education. This limits their impact on school improvement. Governors should ensure that they access appropriate training and support to enable them to carry out their duties effectively.

p.4

How can I feed back my views?

or to 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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

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. 15 and 16 November 2022

p.4

School details

Inspection number 10242175 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 20 September 2017, under section 8 of the Education Act 2005

p.5

Information about this school

 Since the last inspection, a new headteacher has been appointed. She took up her post in November 2021.  Since the last inspection, a new chair of the governing body has been appointed.  There is a breakfast and after-school club available for pupils.  Leaders do not make use of alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school has received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and have taken this into account in their evaluation of the school.  Inspectors spoke with the headteacher, other school leaders and members of staff, including early career teachers. 15 and 16 November 2022

p.5

6

 An inspector spoke with representatives of the governing body, including the chair of governors.  An inspector met with a representative of the local authority.  Inspectors checked the school’s arrangements for keeping pupils safe. They looked at a range of documentation and spoke with leaders and staff. Inspectors also spoke to pupils about whether they feel safe in school.  Inspectors carried out deep dives in early reading, mathematics, art and design, history and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited lessons, looked at samples of pupils’ work, held discussions with teachers and talked with pupils. An inspector listened to pupils read with a familiar adult. Inspectors also spoke with leaders and pupils about the curriculum in a small number of other subjects.  Inspectors observed pupils’ behaviour in lessons and at social times. They spoke

p.6

6

with groups of pupils about their experiences at school. Inspectors also considered the views of pupils shared through Ofsted's online survey for pupils.  Inspectors spoke with staff about their workload and well-being. Inspectors also considered the views of staff shared through Ofsted's online survey for staff.  Inspectors spoke with parents and carers as they dropped their children off at school. Inspectors considered the responses to Ofsted Parent View. This included the free-text responses.

p.6

Inspection team

David Robinson, lead inspector His Majesty's Inspector

p.6

Inspection team

Pippa Jackson Maitland His Majesty's Inspector

p.6

Inspection team

Clare Baron Ofsted Inspector 15 and 16 November 2022

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7