Eagley Junior School

Inspection of Eagley Junior School Off Chapeltown Road, Bromley Cross, Bolton, Lancashire BL7 9AT

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good

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The headteacher of this school is Nikesh Gandhi. This school is part of the Eagley Junior School Trust, which means other people in the trust also have responsibility for running the school. This school is a single academy trust overseen by a board of trustees, chaired by Martin Hayes. 18 and 19 March 2025

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What is it like to attend this school?

Part of the school vision is for pupils to be ambitious learners. This begins with the high levels of ambition that the school has for pupils, including those with special educational needs and/or disabilities (SEND). The school helps pupils to build resilience and become increasingly independent. They reflect these qualities in their approach to learning. Many pupils, including those with SEND, achieve well across much of the curriculum.

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What is it like to attend this school?

The school has high expectations of pupils’ behaviour. In lessons, pupils are attentive and learning is rarely interrupted. Pupils are well mannered and considerate. They told inspectors that they value the positive relationships they have with staff. Pupils trust that staff will support them with any worries or concerns. This helps them to feel happy and safe in school.

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What is it like to attend this school?

The school reaches out to others in the local community. Pupils play an active role in this. For example, pupils have attended a friendship café to speak with and offer company to elderly residents in the area. They have also welcomed these residents into school and prepared food for them. This helps pupils to understand compassion towards others and how they can be positive members of a community.

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

Across the curriculum, the school has set out the important knowledge that pupils should learn from Year 3 through to Year 6. In the majority of subjects, teachers use the curriculum information effectively to design learning activities that help pupils build up a deep body of knowledge. That said, there remain a very small number of subjects where teachers do not cover some of the curriculum content in sufficient detail. This includes subject-specific vocabulary. Consequently, in these subjects, pupils do not learn as well as they could.

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

The school ensures that many pupils leave Year 6 with the knowledge they need for secondary school in reading, writing and mathematics. In these subjects, teachers have benefited from high-quality training. They effectively check on pupils’ understanding of the important knowledge. Timely support is provided to address any gaps in learning that pupils have.

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

The school’s effective systems identify the additional needs of pupils with SEND. Well- chosen resources help these pupils access the same curriculum as their peers. Parents and carers of pupils with SEND shared with inspectors how much they value the support that the school provides for them. This helps parents to support their child and their learning at home.

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

The school has an effective approach to teaching phonics to those pupils who continue to need support when they join the school in Year 3. Well-trained staff teach the school’s phonics programme consistently. Pupils benefit from reading books that are closely matched to the sounds that they have learned. This helps build their confidence and to experience success when reading. 18 and 19 March 2025

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Pupils quickly learn the school rules and routines when they join in Year 3. This creates calm classrooms. The school is very effective in maintaining strong levels of attendance. Systems and procedures swiftly pick up any attendance concerns. The tenacious approach taken means that many pupils are in school regularly.

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The school has carefully selected a broad range of opportunities to enhance pupils’ personal development. Pupils understand how to keep themselves safe online. They learn about healthy relationships. Pupils go out into the wider community on litter picks. They benefit from a range of clubs that help them to develop their talents and interests. Pupils, including those who are disadvantaged, benefit from accessing these clubs which include chess, running and jujitsu.

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Trustees support and challenge the school well. They have a clear focus on the quality of education that the school provides. They carry out their statutory duties effectively. Staff are proud to be part of the school and appreciate what it does to support their workload and well-being. This includes training that provides them with the confidence to adopt teaching approaches that help pupils get off to a positive start in their education.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a very small number of foundation subjects, teachers do not cover some of the curriculum content in sufficient detail. This includes vocabulary. Consequently, pupils have gaps in their knowledge. The school should ensure that teachers have the training that they need to deliver the curriculum as intended, so that pupils are well prepared for the next stage of education.

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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. 18 and 19 March 2025

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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). 18 and 19 March 2025

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School details

Dates of previous inspection 4 and 5 February 2020, under section 8 of the Education Act 2005

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Information about this school

 The headteacher took up post in April 2024.  The school does not currently use alternative provision.

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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.  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 has taken this into account in their evaluation. 18 and 19 March 2025

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 Inspectors completed deep dives in the following subjects: early reading, mathematics and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at the curriculum and pupils’ work in some other subjects. The lead inspector observed some pupils read to a familiar adult.  Inspectors spoke with the headteacher, other school leaders and members of staff.  The lead inspector spoke with some trustees, including the chair. He also spoke with a representative of the local authority.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record and took account of the views of leaders, staff and pupils. They also considered the extent to which the school has created an open and positive culture around

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safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons. They spoke with groups of pupils about their experiences at school. They also considered the views of pupils shared through Ofsted’s online pupil survey.  Inspectors spoke with staff about their workload and well-being. They also considered the views of staff shared through Ofsted’s online staff survey.  Inspectors spoke with some parents. They considered the responses to Ofsted Parent View. This included the free-text responses.

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Inspection team

David Robinson, lead inspector His Majesty's Inspector

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Inspection team

Nicky Parkinson Ofsted Inspector 18 and 19 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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