St William of York Roman Catholic Primary School

Inspection of St William of York Catholic Primary School Nugent Road, Bolton, Lancashire BL3 3DE

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Inspection dates: 21 and 22 January 2025

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 21 and 22 January 2025

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What is it like to attend this school?

Pupils at this school receive a wonderful and happy learning experience. There are high expectations of what they can achieve. Pupils respond every day by working with high levels of focus. This includes pupils with special educational needs and/or disabilities (SEND). Pupils consistently produce work that demonstrates their strong knowledge. It also reflects the great pride that they take in their learning. Pupils’ achievements are impressive.

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What is it like to attend this school?

Pupils’ behaviour is impeccable throughout the school day. This is the result of the trusting relationships that are developed by staff who know their pupils well and understand their learning needs. Children in the early years classes learn to listen carefully to each other and to adults. Older pupils speak enthusiastically about the house points that they receive for being role models and living out the school’s values.

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What is it like to attend this school?

The school ensures that pupils feel included in all aspects of school life. They have a commitment to the success of all pupils. Pupils celebrate the diversity that exists within their school. Sharing each other’s migration stories helps pupils to value different ways of life. The school provides a range of enrichment activities to widen pupils’ experiences. Pupils are exceptionally well supported to develop their knowledge of life beyond school. This boosts their self-confidence as a result.

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

The school has a remarkably effective English and mathematics curriculum. Pupils achieve outcomes in national tests significantly better than the nationally published averages. The wider curriculum is also expertly designed. The school is crystal clear about what it wants pupils to know. Pupils learn this knowledge thoroughly. Their books show that they deeply understand and apply their knowledge in a variety of ways. They practise and refine their learning with high-quality feedback from staff. The school’s systems for securing this knowledge over time are thorough and effective.

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

Adults teach the curriculum with accuracy and with an expert approach to identifying and supporting pupils with SEND. The school focuses on teaching effective vocabulary. In the early years, children begin with the introduction of sign language. This supports the substantial proportion of pupils who speak English as an additional language. Consequently, pupils build their literacy and speaking skills rapidly. Pupils are strong mathematicians from the early years classes onwards. They pair their strong mental arithmetic fluency with fantastic reading skills to solve longer mathematical problems methodically.

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

The school prioritises reading from the moment children start school. Pupils are enthusiastic about reading because of the highly effective way in which the school promotes a love of books. Children in the Nursery Year develop a strong knowledge of sounds. This supports them well when they begin to learn the phonics programme in the Reception class. For pupils who need extra support with their reading, there is expert help 21 and 22 January 2025

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on hand. This ensures that pupils keep up with the expectations of the phonics programme. They become fluent readers by the time they leave key stage 1.

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Attendance is strong because leaders create such a positive culture about being at school. In some instances, pupils and families find attendance more challenging. When this happens, the school works sensitively but firmly with them to overcome these issues. Pupils’ conduct around school is exemplary. As a result, many moments are filled with exciting learning. Pupils are taught about what it means to be a good friend and are proud to put this into practice around the school. They have impeccable manners and consistently act with thoughtfulness.

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Pupils are well-informed modern British citizens with a powerful sense of purpose. The school has recognised its context and has proactively developed the personal development provision to reflect this. Pupils are expert in their understanding of diversity and inclusion. The school provides ample opportunities for pupils to learn about diverse cultures, perspectives and lifestyles. Pupils receive an exceptionally varied extra-curricular offer. This is deeply impactful for pupils, especially the most disadvantaged.

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The culture of learning in the school extends to the staff as well. Leaders provide effective professional development about how to deliver the curriculum. This ensures that standards in the classroom are as high as possible. Workload demands on staff are balanced carefully so that staff feel well supported. Leaders and governors have achieved this despite having to manage significant disruption due to reinforced autoclaved aerated concrete (RAAC). Throughout this, leaders have ensured that the continued focus was on delivering the best possible education for pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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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 21 and 22 January 2025

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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). 21 and 22 January 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 28 and 29 March 2023, under section 8 of the Education Act 2005

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Information about this school

 This Roman Catholic school is part of the diocese of Salford. The last section 48 inspection, for schools of a religious character, took place in January 2025. The school’s next section 48 inspection is due before January 2030.  Since the last inspection the school has appointed a new headteacher.  The school runs a before-school club for pupils.  The school makes use of one unregistered alternative provision for its pupils.

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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. 21 and 22 January 2025

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 Inspections are a point-in-time evaluation 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.  Inspectors carried out deep dives in these subjects: early reading, mathematics, science and history. They met with subject leaders and with teachers. Inspectors visited lessons, looked at examples of pupils’ work and talked with groups of pupils about their learning.  The lead inspector observed some pupils from Years 1 to 3 read to a familiar adult.  Inspectors considered the curriculum in other subjects. They met with leaders, spoke with pupils and reviewed pupils’ work in these subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central

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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 lead inspector spoke with members of the governing body. They also spoke with a representative of the local authority and the diocese.  Inspectors spoke with staff about their workload and well-being. They also took account of the responses to Ofsted’s online survey for staff.  Inspectors met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  Inspectors looked at a range of policies and documentation relating to pupils’ welfare and education. They observed pupils’ behaviour during lessons and around school.  Inspectors met with parents at the start of the school day. They took account of the responses to Ofsted Parent View, including the free-text comments.

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 Inspectors spoke with groups of pupils about their experiences at school. They took account of the responses to Ofsted’s online pupil survey, including the free-text comments.

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Inspection team

Helen Friend, lead inspector His Majesty's Inspector

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Inspection team

Nicky Parkinson Ofsted Inspector 21 and 22 January 2025

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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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