St Columba's RC Primary School

Inspection of St Columba’s RC Primary School Ripley Street, Tonge Moor, Bolton, Lancashire BL2 3AR

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

p.1

Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 11 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

p.1

Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 10 and 11 April 2024

p.1

What is it like to attend this school?

Pupils are keen to help others to succeed. Through undertaking roles such as subject ambassadors, school councillors and prefects, pupils make meaningful contributions to the school. For example, reading ambassadors help children in the early years with their phonics reading. Prefects help to make social times a positive experience for their fellow pupils. Through the school’s ‘faith in action’ initiatives, pupils proudly support charitable causes.

p.2

What is it like to attend this school?

Pupils enjoy the curriculum trips that are arranged for them. For example, they told inspectors about the geography fieldwork study that helped them to learn about how rivers are formed. Pupils spoke enthusiastically about the residential trip to experience outdoor activities. There are several extra-curricular clubs on offer, which some pupils access. These have recently included football, dance and choir club.

p.2

What is it like to attend this school?

The school has high ambitions for what pupils should learn. Pupils, including those with special educational needs and/or disabilities (SEND), generally achieve well in most curriculum subjects. In recent times, pupils have made particularly strong progress in mathematics.

p.2

What is it like to attend this school?

Pupils conduct themselves impeccably at this school. They love to learn. Pupils are kind and friendly. They value the school’s swift actions to deal with any minor disagreements. They get along well with each other and with their teachers. They are safe and happy.

p.2

better?

The school has designed a balanced curriculum that is ambitious for its pupils, from the Nursery Year to Year 6. It has broadly outlined what it expects pupils to learn by the end of each year. In many subjects, the school has broken down these expectations into smaller, logical steps of knowledge. In these subjects, the school provides staff with clear guidance on how and when to teach this knowledge. Staff typically deliver this learning content consistently. This helps pupils, including those with SEND, to build their knowledge securely over time.

p.2

better?

The school is currently refining a small number of subject curriculums. Consequently, there is less clarity about what knowledge needs to be taught in these areas of the curriculum. Pupils’ understanding in some of these subjects is not secure as it is in others.

p.2

better?

Overall, teachers carry out effective checks on what pupils have learned. Teachers respond to these checks by providing help and guidance in lessons so that pupils quickly address their misconceptions. However, the school’s checks on learning are less precise in subjects that are still being developed. 10 and 11 April 2024

p.2

3

The school identifies pupils with SEND early. It provides these pupils with the support that they need to achieve. The school liaises well with external agencies to provide more specialised support for pupils with complex SEND.

p.3

3

Pupils enjoy reading. Teachers read a wide range of high-quality texts to pupils. In early years, these texts are woven through many of the learning activities that teachers design for children.

p.3

3

The school makes sure that children begin learning phonics as soon as they start in Reception Year. Well-trained staff deliver the school’s phonics programme consistently. Pupils read books that are appropriate for their current stage of learning. They receive extra help to catch up when they are struggling to learn new sounds. Most pupils meet the phonics screening check in Year 1.

p.3

3

The school encourages regular attendance. However, some of the school’s actions to tackle attendance issues and lateness are not as focused as they could be. This means that some pupils miss out on important learning.

p.3

3

Pupils’ behaviour is exemplary. Disruptions to learning are very rare. Pupils are very sensible when they move around the school. They are considerate and polite. Children in the early years quickly learn classroom routines and rise to the school’s high expectations for behaviour.

p.3

3

The school caters well for pupils’ personal development. Pupils develop a secure understanding of fundamental British values through their curriculum learning and regular school assemblies. They are respectful of the different backgrounds of others. Older pupils spoke highly of the leadership programme that the school organises for them. They told inspectors how this programme develops their personal attributes, such as confidence and self-awareness. Pupils have a secure knowledge of how to maintain healthy relationships with others.

p.3

3

Governors fulfil their statutory duties and take an active role in school life. Staff are appreciative of leaders’ actions to support them in managing their workload. For example, they value the extra time that they are given to carry out additional tasks.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few subjects, the school is still refining the curriculum to break down content into smaller, logical steps of knowledge. At times, pupils’ knowledge in these subjects is not secure. The school should finalise its curriculum thinking so that staff have clearer guidance on what they should teach. It should also ensure that 10 and 11 April 2024

p.3

4

this work helps teachers to carry out more precise checks on what pupils have learned.  Some of the school’s actions to improve pupils’ punctuality and attendance are not having the desired effect. Some pupils miss out on important learning because they are late to school or do not attend regularly. The school should review its approaches to removing the barriers that are preventing some pupils from attending school regularly and on time.

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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 April 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 18 and 19 September 2013, under section 5 of the Education Act 2005

p.5

Information about this school

 A new deputy headteacher was appointed at the beginning of the academic year.  Leaders do not make use of alternative provision.  There is a before-school club at the school, which the governing body oversees.  The school is a voluntary-aided Catholic primary school. The most recent section 48 inspection of the school’s religious character took place in March 2019. The school’s next section 48 inspection is due to take place by the end of 2027.

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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 10 and 11 April 2024

p.5

6

 Inspectors conducted deep dives in these subjects: early reading, geography and mathematics. They met with subject leaders and teachers. They visited lessons, looked at examples of pupils’ work and talked with groups of pupils about their learning. The lead inspector observed pupils reading to a familiar adult.  Inspectors also considered the curriculum, spoke with pupils about their learning and evaluated their work in some other subjects.  The lead inspector spoke with a group of governors. Inspectors also talked to staff about their workload and well-being.  The lead inspector spoke with a representative of the local authority and the diocese.  Inspectors met with the leaders who are responsible for attendance, behaviour and pupils’ personal development.  Inspectors spoke with pupils about their wider experience of school.  Inspectors looked at a range of policies and documents related to pupils’ welfare

p.6

6

and education. They observed pupils’ behaviour in lessons and around the school.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors took account of the responses to Ofsted’s online survey for staff. There were no responses to the pupil survey.  Inspectors met with parents at the start of the school day and took account of the responses to Ofsted Parent View, including the free-text responses.

p.6

Inspection team

David Spruce, lead inspector His Majesty’s Inspector

p.6

Inspection team

Michelle Joyce Ofsted Inspector 10 and 11 April 2024

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