Bare Trees Primary School

Inspection of Bare Trees Primary School Holly Grove, Chadderton, Oldham, Greater Manchester OL9 0DX

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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

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Overall effectiveness Good

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since July 2012.

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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. 25 and 26 June 2024

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What is it like to attend this school?

Pupils are proud to attend this busy and friendly school. They are warmly greeted each day by staff. Pupils appreciate the considerable care that staff give to their well-being. This contributes to pupils feeling happy, valued and safe in school.

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What is it like to attend this school?

The school has increasingly high aspirations for pupils, including for those with special educational needs and/or disabilities (SEND). Many pupils achieve well and they are successfully prepared for the next stages of their education.

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What is it like to attend this school?

Children in the early years settle quickly into school life. They learn how to respond to instructions, take turns and play cooperatively with each other.

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What is it like to attend this school?

Pupils embrace all aspects of school life. In lessons, pupils listen attentively to their teachers and readily apply themselves to their learning. Pupils also enjoy a wide range of clubs, such as reading, football and crochet.

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What is it like to attend this school?

The school prioritises pupils’ wider development. Pupils benefit from the extensive outdoor facilities where they learn about the environment and how to care for different animals. Many pupils have positions of responsibility, for example they are librarians, sports leaders and school councillors. Pupils value the opportunities that they have to work as a team, such as leading different games in the playground.

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better?

The school has developed a broad and ambitious curriculum. It has identified the important knowledge that pupils should learn and when this content should be taught. Equally, the school has ensured that children in the early years secure strong foundations in their learning. This prepares them well for Year 1 and beyond.

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better?

The school’s published data for 2023 shows that the proportion of pupils who met expected standards in mathematics and writing at the end of Year 6 was below national averages. The school has strengthened its curriculum design to address the gaps that remained for some pupils as an ongoing result of the COVID pandemic and subsequent low rates of attendance. Currently, most pupils, including those with SEND, achieve well across a range of subjects.

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better?

Teachers have secure subject knowledge and they have received appropriate training to enable them to implement the curriculum well. In most subjects, teachers explain concepts clearly and they check that pupils understand and remember what has been taught. From time to time, the activities that teachers design are not matched closely enough to the knowledge in the curriculum. Occasionally, some pupils develop misconceptions that then need to be rectified at a later date.

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better?

Reading is a priority across the school. Pupils of all ages have access to a wide range of texts. Pupils’ love of reading is established in the early years where children enjoy 25 and 26 June 2024

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a plethora of stories and rhymes. Pupils build a rich vocabulary through their reading and exposure to new words through subject curriculums.

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Staff deliver the early reading programme effectively. Pupils successfully build their phonics knowledge from the Reception Year. Pupils practise their reading with books that are well matched to the sounds that they have learned. Pupils who find reading more difficult receive the extra support that they need to catch up quickly. Most pupils become confident and fluent readers.

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The school has effective systems in place to identify the additional needs of pupils with SEND. Staff work closely with parents, carers and external organisations to implement appropriate support for pupils. Staff are skilled at making adaptations to their delivery of the curriculum. This enables pupils with SEND to learn well.

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Pupils display high standards of behaviour throughout the school day. They play well together in the extensive activities available to them during unstructured times. During lessons, pupils engage purposefully with their learning. Many pupils attend school regularly. However, a small number of pupils do not attend school as often as they should.

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Pupils’ well-being is a high priority and pastoral staff give considerable time to identifying and addressing any concerns or worries that pupils may have. Pupils learn how to keep themselves safe and healthy. They also develop a strong understanding of the importance of being tolerant and respectful to others. As a result, pupils are well prepared for life in modern Britain.

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The school has recently revised its leadership structure. As a result, senior leaders have greater strategic oversight of the school. This is enabling the school to better prioritise improving pupils’ progress and attainment.

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Governors are highly experienced and they know the school community well. Staff are proud to work at the school. Staff appreciate the school’s consideration of their workload. For example, the school has given careful thought to the calendar so that staff’s workload is balanced over the year.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion, some teachers do not design learning that supports pupils to learn the knowledge in the curriculum sufficiently well. From time to time, some pupils develop misconceptions that remain unaddressed. The school should ensure that 25 and 26 June 2024

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teachers are suitably equipped to choose the most appropriate pedagogy to deliver the curriculum consistently well.  Some pupils do not attend school regularly enough. As a result, these pupils have gaps in their learning. The school should ensure that there is effective support in place for these pupils and their families to improve their rates of attendance.

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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.

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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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Further information

You can search for published performance information about the school.

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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). 25 and 26 June 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 5 and 6 July 2012

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Information about this school

 A new headteacher has been appointed since the last inspection.  The school does not make use of alternative provision.

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Information about this inspection

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

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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 that the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation.  The inspectors carried out deep dives in these subjects: early reading, English, mathematics, science, geography, and art and design. For each deep dive, inspectors discussed the curriculum, visited a sample of lessons, spoke with teachers and pupils and looked at samples of pupils’ work. 25 and 26 June 2024

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 The inspectors observed pupils reading to a trusted adult.  The inspectors spoke to pupils about their experiences of school and their views about behaviour and bullying. They also observed pupils’ behaviour during lessons and at breaktimes.  To evaluate the effectiveness of safeguarding, the 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.  The inspectors spoke with the headteacher, other senior leaders and members of staff.  The lead inspector met with members of the local governing body, spoke with a school improvement partner.  The inspectors considered the responses to Ofsted Parent View, including the free-text comments. The inspector also considered the responses to Ofsted’s online surveys for staff and for pupils.

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Inspection team

Eleanor Overland, lead inspector His Majesty's Inspector

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Inspection team

Katherine Muncaster Ofsted Inspector 25 and 26 June 2024

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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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