Kearsley West Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Kearsley West Primary School Primrose Street, Kearsley, Bolton, Lancashire BL4 9BZ

p.1

Inspection dates: 10 and 11 December 2024

p.1

Outcome

Kearsley West Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Pupils enjoy attending this exceptionally nurturing school. Pupils conduct themselves impeccably in lessons and at social times. From the early years, they enjoy following well- established routines for learning. Pupils fully understand the school’s effective rules. They rise to staff’s high expectations of their conduct. Pupils know that the school expects them to concentrate on learning and to produce their best work. They work hard and most achieve well in most subjects.

p.1

What is it like to attend this school?

Pupils benefit from an extensive range of activities that develop their talents and interests. They relish opportunities to perform, sometimes at prestigious events, such as the Farnworth Matters Celebration. Pupils delight in having their ‘passports’ stamped to record enrichment activities, leading to a ‘graduation’ ceremony at Bolton University.

p.1

What is it like to attend this school?

Older pupils take their responsibilities towards younger ones very seriously. They help them to play and learn. Pupils celebrate the differences between people enthusiastically, including in culture and religion. Those who have joined the school from other countries told the inspector that pupils and staff made them feel hugely welcome from the start.

p.1

What is it like to attend this school?

Pupils who are worried or not feeling their best know who they can turn to in school. This includes spending time with Winnie, the school’s therapy dog.

p.1

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

The school has developed an ambitious curriculum, which meets the needs of its pupils and relates to the rich heritage of the local area. It flows from the Nursery Year to Year 6. The curriculum in the early years takes into account children’s starting points and levels of English. It enables children to learn what they need to make a good start to Year 1. Staff 10 and 11 December 2024

p.1

2

know what they should teach and in which order. The school identifies connections between subjects so that pupils can make useful links. For example, the subject matter of reading books used in English is often related to what pupils learn in subjects, such as geography and history.

p.2

2

In a few subjects, the school has recently introduced new curriculums, which better match national requirements. The school ensures that staff address the gaps in learning which have arisen from the transition between old and new curriculums.

p.2

2

Staff have strong knowledge of the subjects that they teach. In most subjects, they use this well to plan activities that motivate pupils and allow them to make strong progress through the curriculum. They check what pupils have learned and adapt teaching accordingly. In these subjects, staff use effective strategies to ensure that pupils remember learning over time. However, in a small number of subjects, these strategies are not sufficient to ensure that pupils remember what they have learned previously. Consequently, some pupils do not build as well as they could on prior knowledge. At times, they find it difficult to understand how past and current learning fit together under the big themes of the subject.

p.2

2

Staff in the early years and key stage 1 are experts in teaching early reading. They make sure that pupils who are having difficulty receive the help that they need to keep up with their classmates. By the end of Year 1, the majority of pupils are fluent and accurate readers. Adults in the school frequently read to pupils and share their own enthusiasm for books. Pupils enjoy reading the school’s wide range of texts for pleasure.

p.2

2

The school makes sure that pupils develop positive attitudes to learning. From the start of the Nursery Year, children learn to listen intently, follow instructions and take turns. This strong foundation contributes to pupils concentrating well and collaborating successfully in pairs and groups as they move up the school.

p.2

2

The school has strong procedures for identifying the needs of pupils with special educational needs and/or disabilities (SEND). Staff are skilled and patient. They ensure that these pupils follow the same curriculum as their classmates and learn successfully alongside them.

p.2

2

The school ensures that pupils are well prepared for life in modern Britain. Pupils show respect for ways of living which are different from their own. The school gives pupils extensive opportunities to develop leadership. Ambassadors, including for each subject, play an important role in the school’s decision-making and in organising activities for their peers.

p.2

2

The school builds very positive relationships with parents and carers. It has developed strong partnerships to involve them in their children’s education and ensure high rates of attendance.

p.2

2

Staff appreciate the opportunities that the school has given them for high-quality training, particularly related to their subject-leadership roles. They know that their work is valued. 10 and 11 December 2024

p.2

3

The school considers the impact of changes in policy on staff’s workload and well-being. Highly skilled governors know the school very well and contribute strongly to its continued improvement.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some subjects, staff’s strategies to help pupils to remember subject content over time are less effective than in others. In these subjects, some pupils struggle to recall what they have learned in previous years. These pupils find it difficult to combine prior learning with new subject content. The school should ensure that, in these subjects, staff strengthen and extend current strategies so that pupils remember important knowledge and build on past learning.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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.

p.3

Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in March 2015. 10 and 11 December 2024

p.3

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.

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 December 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 26 June 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 Since the last inspection, there has been a change of headteacher.  The school makes use of one registered alternative provider.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation of the quality of a school’s education provision.  This was the first routine inspection of the school since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school.  The inspector held discussions with the headteacher, senior leaders, subject leaders, SEND coordinators and other staff, including support staff.  The inspector held discussions with governors, including the chair of governors. She also had a discussion with a representative of the local authority. 10 and 11 December 2024

p.5

6

 The inspector visited a sample of lessons, spoke to pupils about their work and looked at samples of pupils’ work with leaders.  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.  The inspector considered the views of staff, pupils and parents through Ofsted’s staff and pupil surveys, and responses to Ofsted Parent View, including free-text comments. She also gathered the views of staff and pupils through meetings and discussions throughout the inspection.

p.6

Inspection team

Liz Kelly, lead inspector Ofsted Inspector 10 and 11 December 2024

p.6

7

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