All Saints Catholic Primary School, Golborne, Wigan

Inspection of a school judged outstanding for overall effectiveness before September 2024: All Saints Catholic Primary School, Golborne, Wigan Hazel Grove, Golborne, Warrington, Cheshire WA3 3LU

p.1

Outcome

All Saints Catholic Primary School, Golborne, Wigan 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 belonging to the All Saints family, where staff give them the ‘roots to grow and wings to fly’. Pupils are happy and well cared for. They know there are trusted adults who they can go to if they are worried or concerned.

p.1

What is it like to attend this school?

The school has very high aspirations for pupils’ achievement. Pupils, including those with special educational needs and/or disabilities (SEND), work tirelessly to rise to these aspirations. Pupils achieve exceptionally well. They leave the school very well equipped for the challenges of secondary education.

p.1

What is it like to attend this school?

During lessons and at social times, pupils’ behaviour is excellent. They build incredibly positive relationships with one another and with staff. Pupils listen attentively and show high levels of respect. Classrooms buzz with purposeful learning. Pupils encourage each other diligently ‘to learn, to love and to live’.

p.1

What is it like to attend this school?

The school provides activities and visits that carefully link to pupils’ learning as well as broadening their experiences beyond the local community. Pupils enjoy trips to museums, the beach or to the theatre. The after-school clubs, such as gardening, recorders, football and choir, develop pupils’ talents and interests brilliantly.

p.1

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

The school has established a very ambitious, high-quality standard of education. Reading is central to the school’s excellent curriculum offer. Interesting, diverse and engaging texts are used to support the delivery of knowledge across subjects very effectively. Children in 1 and 2 April 2025

p.1

2

the early years learn an array of stories and rhymes, helping them to develop a love of books. This enjoyment of reading is promoted consistently as pupils continue through school. Staff are trained expertly to deliver the phonics programme very effectively. They provide tailored support for those pupils who need extra help. This builds pupils’ confidence considerably, helping them to become fluent, accurate readers.

p.2

2

From the beginning of the early years to the end of Year 6, the school has designed a broad and rich curriculum. It has identified carefully the knowledge that pupils should learn. Staff deliver this very skilfully and revisit the key knowledge that is essential for pupils to know and remember. Pupils make strong links between the subjects and concepts that they study. This supports them to develop a secure and deep body of knowledge.

p.2

2

Children in the early years get off to a flying start. Learning is fun, calm and rich in this enjoyable provision. Children enjoy purposeful activities which foster and develop their communication and social interactions considerably.

p.2

2

The school identifies the needs of pupils with SEND very quickly and accurately. This begins even before children enter the early years through effective working relationships with other nursery and pre-schools. Staff adapt the delivery of the curriculum successfully. As a result, pupils, including those with SEND, achieve well and are well prepared for the next stage of their education.

p.2

2

Pupils have a thirst for learning new knowledge and they want to be in school each day. The school engages in creative and effective ways with parents and carers. This has helped ensure there is a shared understanding of why every day in school is important. This contributes to pupils attending regularly. The school has developed a clear and widely understood behaviour policy. Staff implement the policy diligently and fairly. This helps ensure that pupils behave exceptionally well and are kind and respectful to each other.

p.2

2

The school’s provision for pupils’ personal development is extremely well crafted. There are tailored opportunities for pupils to understand diversity, individuality and celebrate what makes everyone unique. Pupils know it is important to be caring, curious and ambitious. For example, they learn to be charitable by raising money for good causes and they develop an understanding of sustainability by growing their own vegetables. Pupils learn deeply about healthy relationships and the differences between themselves and others. They are extremely knowledgeable about fundamental British values and have a secure understanding of democracy, the rule of law and tolerance. This leads to highly articulate pupils who are well prepared for life in modern Britain.

p.2

2

Relationships between pupils and adults are extremely positive. Parents and carers value the close-knit school community and the support that the school gives to their families. Staff feel valued and proud to work at this school, which puts pupils first. Staff appreciate the support offered by school leaders and governors around their own well-being. The governing body are highly knowledgeable about the school. They have the skill set, drive and dedication to ensure that the school continues to go from strength to strength. 1 and 2 April 2025

p.2

Safeguarding

The arrangements for safeguarding are effective.

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 outstanding 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 first ungraded inspection since we judged the school to be outstanding for overall effectiveness in January 2019.

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.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

Further information

You can search for published performance information about the school.

p.3

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, 1 and 2 April 2025

p.3

4

looked-after children (children in local authority care) and/or children who left care through adoption or another formal route). 1 and 2 April 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 29 and 30 January 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 This Roman Catholic school is part of the Archdiocese of Liverpool. Its last section 48 inspection, for schools of a religious character, took place in March 2023. The next section 48 inspection is due by the end of 2028.  The school has appointed a new headteacher and deputy headteacher since the school’s previous inspection.  The school provides a before- and after-school club for pupils.  The school does not make use of any alternative provision.

p.5

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. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school. 1 and 2 April 2025

p.5

6

 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector listened to some pupils read from Year 1 and Year 2.  The inspector spoke with the headteacher, other school leaders and members of staff.  The inspector met with representatives of the governing body, including the chair. She also spoke with a representative of the local authority and the archdiocese.  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 reviewed a range of documents, including records of governing body meetings, the school’s evaluation of its strengths and areas for improvement and documents related to pupils’ behaviour and attendance.

p.6

6

 The inspector met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  The inspector spoke with groups of pupils about their experiences at school and observed their behaviour at lunchtime. She considered the views of pupils shared through the Ofsted’s online survey.  The inspector spoke with staff about their workload and well-being. She considered the views of staff shared through Ofsted’s online survey.  The inspector took account of the responses to Ofsted Parent View, including the free- text comments. She spoke with parents at the beginning of the school day.

p.6

Inspection team

Sue Dymond, lead inspector His Majesty’s Inspector 1 and 2 April 2025

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 looked-after children, 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