St Michael's CofE Primary School, Great Lever

Inspection of a good school: St Michael’s CofE Primary School, Great Lever Green Lane, Bolton, Lancashire BL3 2PL

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Outcome

There has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.

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What is it like to attend this school?

Pupils, including children in the early years, enjoy coming to this friendly and welcoming school. They are taught the importance of kindness and respect and demonstrate these values every day.

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What is it like to attend this school?

In lessons, pupils work hard as they want to do well. They enjoy learning new things. This includes learning about the many different cultures represented in the school. Pupils happily learn about the differences between people. They are encouraged to ask questions and to be curious about the world.

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What is it like to attend this school?

The school has high expectations for what pupils can achieve. Pupils easily meet these expectations. They consistently produce high-quality work, and they discuss what they have learned with confidence. Pupils with special educational needs and/or disabilities (SEND) are given highly effective support to meet these high expectations. Pupils who are disadvantaged achieve highly, often outperforming their peers.

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What is it like to attend this school?

The school ensures that all pupils benefit from the many enrichment opportunities and clubs that are on offer to enhance their learning of the curriculum. Pupils also take part in many community activities, both in and out of school. They understand the role that they play in making their school a place where everyone can thrive.

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

All pupils in the school study the same broad and ambitious curriculum. The curriculums for each subject are designed around the carefully identified knowledge that pupils need to learn. This means that teachers can easily check what progress pupils are making through the curriculum. If pupils have gaps in their knowledge, they are helped to catch up quickly with the class. The school ensures that pupils have many chances to revisit 2 and 3 July 2024

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concepts that they have learned. Pupils build on their prior learning in a logical and well- structured way. This is helping pupils to remember more and to do more over time.

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Many pupils at the school have English as an additional language. The school has recognised the importance of ensuring that all pupils have the vocabulary that they need to help them to learn well. For example, lessons begin by teaching pupils appropriate subject-specific vocabulary. This helps pupils to use these words with precision and confidence in their work. This approach to helping pupils to develop their communication skills begins in early years in the Nursery and Reception classes.

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Reading is a high priority in the school. Even the youngest pupils make strong progress with their reading knowledge. Children in the early years, including those in the provision for two-year-olds, have many opportunities to enjoy stories. The culture of reading for pleasure continues throughout the school.

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The school makes sure that the phonics programme is delivered to a very high standard. Skilled staff quickly identify those pupils who struggle to read. They put in place effective help so that pupils catch up rapidly with their peers.

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The school identifies the additional needs of pupils with SEND quickly and accurately. Staff are experts in meeting these pupils’ needs and supporting them to succeed.

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Pupils behave exceptionally well. From the Nursery Year onwards, children are taught the importance of being kind-hearted and considerate. These values permeate the school. Pupils learn to not only be tolerant of differences but to celebrate them. The school also teaches pupils the value of learning and supports them to achieve their ambitions. Pupils demonstrate excellent attitudes towards their learning. Most pupils attend school regularly. When some pupils do not attend as often as they should, the school works with parents and carers to change this. This work is proving to be very effective.

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The school fully understands the importance of giving pupils opportunities that go beyond their academic education. There is a very well-designed curriculum for personal, social and health education that also responds to the needs of pupils as they emerge. The school works with different external experts to provide well-timed information to pupils on issues, such as safety and on relationships education.

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The school has also understood the need to broaden pupils’ horizons. It has thoughtfully identified experiences that pupils might miss out on. The school has developed a programme to ensure that all pupils have access to these opportunities. This includes activities such as exploring the local countryside and enjoying and taking part in musical performances. There are very well-developed programmes to enhance pupils’ appreciation of sports and the arts. The school also responds to the interests of pupils. It is proactive in finding ways to help develop the talents of pupils at the school.

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Staff at the school feel very well supported by leaders. The school is mindful of the workload of teachers and takes effective steps to ensure that their time is spent on the things that will benefit pupils the most. 2 and 3 July 2024

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Safeguarding

The arrangements for safeguarding are effective.

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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 an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good in June 2015.

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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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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). 2 and 3 July 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Margaret Brockie

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School details

Dates of previous inspection 12 and 13 November 2019, under section 8 of the Education Act 2005

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Information about this school

 This is a voluntary aided school and part of the Diocese of Manchester. Its last section 48 inspection was in December 2022. The next section 48 inspection is due in 2027.  There has been a new headteacher appointed since the last inspection.  The school has provision for two-year-old children.  The school does not use any alternative providers.

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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 the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with leaders, including the headteacher, the special educational needs coordinators and other leaders. The inspector also met with members of the 2 and 3 July 2024

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local governing body, including the chair, a representative of the local authority’s school improvement service and a representative of the diocese.  The inspector carried out deep dives in these subjects: early reading, mathematics, and art and design. For each deep dive, the inspector discussed the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspector also met with a range of other subject leads to discuss their curriculum planning, spoke to pupils about what they had learned in these subjects and sampled a wide range of their books.  To evaluate the effectiveness of safeguarding, the inspector: 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.

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 The inspector also met with leaders to discuss their strategies for behaviour and attendance. The inspector also considered a range of information about the school, including published outcomes and the support provided for pupils with SEND and other forms of disadvantage.  The inspector met with a range of staff and considered their views through Ofsted’s online survey for staff.  The inspector met with pupils formally and informally around the school, in lessons and at breaktime. The inspector considered the responses to Ofsted’s online survey for pupils.  The inspector took account of the views of parents through the responses to Ofsted Parent View. This included the free-text responses.

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Inspection team

Mark Enser, lead inspector His Majesty’s Inspector 2 and 3 July 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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