Johnson Fold Community Primary School

Inspection of Johnson Fold Community Primary School Worston Avenue, Johnson Fold, Bolton, Lancashire BL1 5UG

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Inspection dates: 12 and 13 November 2024

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Outstanding 12 and 13 November 2024

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What is it like to attend this school?

Johnson Fold Community Primary School is a friendly and happy place in which to learn. Staff are determined for pupils to succeed. They help pupils to achieve the best that they can in many subjects. Pupils receive exceptional care from staff, and this helps them to flourish socially. They benefit from many opportunities to explore their interests.

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What is it like to attend this school?

The school has established an ambitious curriculum for pupils. This ambition is realised in many subjects. Pupils are excited when learning something for the first time or mastering a new skill. Pupils develop their leadership skills by acting as prefects in the school. These roles inspire pupils to contribute to their school community, for example as well-being ambassadors and eco-warriors.

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What is it like to attend this school?

The school has consistently high expectations of pupils’ behaviour. Pupils rise to these expectations. They follow the school routines and conduct themselves well. If pupils struggle to manage their behaviour and emotions, they receive exceptional support from skilled adults. Pupils use the strategies that they are taught to understand their own feelings and to behave well. The school makes sure that pupils and families know the importance of being in school regularly. Attendance is improving.

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

The school has established a broad curriculum for pupils. The curriculum starts in the early years, where staff help children to develop knowledge in readiness for key stage 1 and beyond. In most subjects, the knowledge that pupils need is clearly identified and organised carefully so that pupils can build well on prior learning. For example, children in the early years use their developing art skills to carefully create patterns and designs. They use art materials confidently and sustain their concentration to complete tasks. Pupils in key stage 2 build on these foundations by experimenting with tint, tone and stippling techniques to create the impression of water.

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

Some aspects of the curriculum are in the earlier stages of development. In these subjects, the knowledge that pupils need is less clearly identified. This makes it more difficult for teachers to know when important content should be taught. At times, this hinders pupils from connecting new learning to the things that they already know.

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

The school identifies the additional needs of pupils quickly. Pupils who have special educational needs and/or disabilities (SEND) get the support that they need to access the curriculum. If pupils need adaptations to the curriculum, for example to develop their language, they receive support that is just right for them. This is helping these pupils to quickly develop their communication skills.

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

The new curriculum in mathematics is having a positive impact on pupils’ knowledge and understanding. In the early years, adults support children well to develop their concept of number. Children quickly recognise different amounts and how to represent number in different ways. By the time children leave the Reception class, they are confident mathematicians. Older pupils use this knowledge to help them to solve increasingly 12 and 13 November 2024

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complex mathematical problems. However, in some subjects, including mathematics, staff do not routinely check that pupils have mastered new learning. On occasion, some pupils find it more difficult to complete the tasks that they are given.

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The school has made reading a priority. Staff are skilled in helping pupils to become fluent readers. In the early years, children quickly master new sounds. Staff introduce ambitious new language. Children use this language in their own play and conversations. Pupils with SEND receive high-quality support to help them to become fluent readers. If pupils fall behind with their reading knowledge, expert staff help them to catch up quickly. The school has invested in a range of literature that motivates pupils to read widely and often. Pupil librarians help to organise this literature. They act as excellent role models and inspire other pupils to read.

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In reading and mathematics, pupils’ achievement is much better than published outcomes suggest. This is because current pupils are benefiting from a recently revised curriculum. They remember the important knowledge that they are taught. Pupils are ready for the next stage of their education.

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The school’s work to promote pupils’ personal development is exceptional. Pupils maturely and sensitively discuss complicated issues. For example, they use their impressive understanding to describe the importance of consent in healthy relationships. Pupils have a deep understanding of diversity and difference. This knowledge informs the way that pupils treat everyone around them, and they do so with kindness and respect. Across the school, pupils have positive attitudes to their learning.

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Pupils benefit from many carefully selected clubs. This includes a range of rich experiences. For example, pupils attend a cooking club that focuses on using a range of ingredients. Others access gardening club or develop their physical skills through karate club. Some pupils take part in a chess club, which pupils themselves requested. All pupils flourish because of this exceptional offer.

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Governors support the school to take the right actions in the best interests of all pupils. The workload and well-being of staff are priorities. The school makes sure that any improvements are made step by step to ensure that changes are sustainable. Staff are well supported and proud to work in this school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school has not identified the important knowledge that pupils require clearly enough in some subjects. This makes it more difficult for teachers to ensure that pupils acquire and remember the important knowledge that they need. The school should 12 and 13 November 2024

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ensure that, in these subjects, it has identified the important knowledge that pupils need to learn and that teachers are equipped to deliver it effectively.  Staff do not routinely check that pupils have understood new learning as well as they could. When this happens, some pupils find it more difficult to apply this learning to the activities that are set for them. The school should ensure that staff routinely check that pupils have understood new concepts so that they can successfully apply this knowledge to their work.

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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). 12 and 13 November 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 23 and 24 May 2023, under section 8 of the Education Act 2005

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Information about this school

 The school does not currently use alternative provision.  The school runs a breakfast club and after-school clubs for pupils in the school.  The school has provision for two-year-old children.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 12 and 13 November 2024

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 Inspectors met with senior leaders, subject leaders and teachers.  The lead inspector held a meeting with the governing body, including the chair of governors. The lead inspector also held a meeting with the school improvement partner.  Inspectors carried out deep dives in these subjects: reading, mathematics, art and design, and geography. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to a sample of pupils read to a familiar adult.  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.

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 Inspectors scrutinised a range of other documentation, including minutes of governors’ meetings and leaders’ evaluation of the school.  Inspectors also spoke informally to pupils to gather their views on school life.  Inspectors took account of the responses to Ofsted Parent View, including the free-text comments. Inspectors also met with parents and carers at the start of the school day.  Inspectors took account of responses to the staff survey and met formally with staff to gather their views.

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Inspection team

Jen Sloan, lead inspector His Majesty’s Inspector

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Inspection team

Juliet Francis Ofsted Inspector 12 and 13 November 2024

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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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