The Olive School, Blackburn

Inspection of The Olive School, Blackburn Meins Road, Blackburn, Lancashire BB2 6QQ

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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 Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness 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 June 2015.

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The headteacher of this school is Smeena Riaz. This school is part of Star Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sir Mufti Hamid Patel CBE, and overseen by a board of trustees, chaired by Kamruddin Kothia OBE DL. 4 and 5 March 2025

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What is it like to attend this school?

Pupils thrive at The Olive School because of the exceptional academic education, strong pastoral support and rich, broad opportunities that they receive. Leaders are tenacious in their pursuit of excellence. Pupils of all ages strive to meet the exceedingly high expectations that the school has for their attainment and effort. Pupils achieve highly and develop an impressive understanding of the world around them. This prepares them very well for the next stage of their education and life in modern Britain.

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What is it like to attend this school?

The school is an oasis of calm. Pupils take pride in fulfilling leaders’ high expectations of behaviour and encourage others to do the same. Social times are harmonious. Pupils show the highest levels of respect to each other and the school environment. They have exceptionally positive attitudes to learning and show resilience when facing challenges.

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What is it like to attend this school?

The school thinks carefully about developing pupils’ talents and interests. Pupils engage in an impressive array of extra-curricular activities. Parents and carers are overwhelmingly positive about the education and care that pupils receive at the school. They told inspectors that they are proud of how the school helps pupils to believe in themselves and become confident, articulate individuals with a strong sense of right and wrong.

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

Pupils learn a curriculum that, from the start, ignites their curiosity. The school has considered each subject very carefully to capture pupils’ interests. Pupils acquire new knowledge securely because they build on what they already know. In addition, teachers make regular checks on what pupils know and remember. They use this information to design learning that is precisely based on pupils’ prior knowledge. Consequently, pupils learn well across a wide range of subjects.

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

Staff have expert subject knowledge. They benefit from training that strengthens their understanding of the school’s intentions for how the curriculum should be taught. Staff make a range of successful adaptations that enable all pupils to deepen their understanding over time.

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

The school goes to great lengths to make sure that pupils with special educational needs and/or disabilities achieve highly. Staff know pupils’ needs in detail. They make regular checks to ensure that the support that these pupils receive has the most impact on their progress.

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

Pupils leave the school as confident and competent readers. There is a buzz about reading that begins in the early years. Children get off to a strong start with learning to read as soon as they join the school. Staff quickly spot pupils who need extra help and subject specialists are used to provide the support that pupils need. Pupils read widely and often. The books in the library areas reflect the school’s dedication to making sure that pupils build a rich understanding about people who may live differently to them. 4 and 5 March 2025

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Children in the early years settle quickly into the established routines and high expectations of the school. These are secured as they move through the school. The school communicates frequently with parents about the curriculum and children’s achievements. From the start, the strong partnership working between families and the school helps children to be successful and motivated learners. Children build a wide vocabulary by the time they start Year 1. Not only is this reflected in the content of their conversations, but also through their increasingly accurate writing.

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Personal development is the heartbeat of the school. The school carefully crafts its offer to ensure that pupils leave the school as active community citizens. Pupils contribute regularly to charitable projects and have a deep understanding of why it is important to help others. Through the tremendous range of enrichment opportunities that the school offers, pupils have an impressive understanding of equality and diversity. This, coupled with the level of pride that pupils show for holding roles of responsibility, means that pupils leave the school very well prepared for their next steps.

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Pupils attend regularly because they know they will enjoy and benefit from all that the school provides for them. The school diligently identifies and supports families who occasionally cause a concern about their children’s attendance. This support has a positive impact.

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Staff consider leaders to be incredibly supportive of them, both professionally and personally. They value the care that the school shows for their workload and well-being while maintaining a school culture where only the best is good enough.

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The trust makes regular checks on the school’s effectiveness. It provides strong support and challenge and makes sure that leaders’ vision for excellence is reflected in pupils’ day- to-day experiences at the school.

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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. 4 and 5 March 2025

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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). 4 and 5 March 2025

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School details

CEO of the trust Sir Mufti Hamid Patel CBE

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School details

Dates of previous inspection 2 and 3 June 2015, under section 5 of the Education Act 2005

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Information about this school

 Leaders do not make use of any alternative provision.  The school has an Islamic faith ethos. It welcomes pupils of all faiths and those who have none.  The headteacher started her role since the previous inspection.

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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 provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 4 and 5 March 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 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.  The inspectors carried out deep dives in early reading, mathematics, science, art and design and geography. They met with subject leaders and teachers. They visited lessons, looked at examples of pupils’ work and talked with groups of pupils about their learning.  The lead inspector observed pupils from Years 1 to 3 reading to a familiar adult.  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.

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

Jane Dennis, lead inspector His Majesty’s Inspector

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Inspection team

Ros Munro Ofsted Inspector 4 and 5 March 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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