Edenfield Church of England Primary School

Inspection of Edenfield Church of England Primary School Market Street, Edenfield, Ramsbottom, Bury, Lancashire BL0 0HL

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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 23 and 24 April 2025

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What is it like to attend this school?

Leaders have established influential core values. The value of respect can be seen in the high-quality and extremely positive relationships that exist right through the school. This, like the school’s other values, inspires pupils to demonstrate the highest standards of behaviour. The value of joy permeates all that the school does. Pupils take joy in their learning. These aspects influence everyone in the school to be ambitious for their own academic success and to support those around them. Pupils benefit from an exceptional curriculum. They flourish academically and socially. Edenfield Church of England Primary School is a very happy place to learn.

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What is it like to attend this school?

The school brings the curriculum to life through well-considered visits. These visits further inspire pupils’ curiosity. Pupils benefit from immersive historical experiences, outdoor pursuits and first-hand experiences such as trips to an airport or a place of worship. The school places no limits on pupils’ development and achievement. Pupils achieve very well.

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What is it like to attend this school?

Pupils’ behaviour and attitudes to learning are exemplary. Pupils value their learning. They actively support each other and frequently act as role models for each other. For example, older pupils support younger children with their reading. This culture of shared learning results in pupils who enjoy school and attend regularly.

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

From the early years onwards, pupils study an ambitious curriculum. Staff help pupils to connect new learning to the things that they already know. For example, pupils link their knowledge of Anglo Saxons and Vikings to their broader geographical knowledge. Pupils explain how place names survive from that period in history. In music, pupils connect their knowledge of rhythm and instrumentation to how these are expressed in different genres of music.

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

Across the curriculum, teachers provide regular opportunities for pupils to rehearse new learning. In mathematics, children in the early years quickly secure their knowledge about number. Older pupils build on this knowledge to use mathematical concepts and operations fluently. Pupils develop deep knowledge across the curriculum. In early years, children use their curiosity to be ‘scientists’ and explore the world around them. By the time they leave the school, pupils secure a body of knowledge that is truly impressive. For example, older pupils describe themselves and their ambitions fluently in Spanish. The tasks that pupils are given inspire their thirst for knowledge. Pupils learn in a calm and purposeful environment.

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

Pupils with special educational needs and/or disabilities (SEND) are supported to learn the same exceptional curriculum as their peers. The school makes sure that their needs are precisely identified as early as possible. Pupils with SEND master new learning quickly. They achieve very well.

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

Teachers are experts in helping children in the early years to master phonics. Children quickly become fluent readers. Adults deliberately share ambitious language with children. 23 and 24 April 2025

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Children use this language confidently in their own play. Older pupils are avid readers. They are inspired by the texts that staff share with them. For example, when pupils discuss ‘Macbeth’, they revel in the language of the text. Pupils quote from the text to explain the motivations of different characters. If pupils struggle to master reading, they receive exemplary support to help them to catch up. Reading is the foundation of the school’s curriculum. Pupils take considerable joy in their reading.

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Pupils receive an impressive personal development offer. They secure a deep understanding of how to stay safe when online. Pupils are taught the importance of diversity. They take pride in the way that they include each other. One pupil summed this up by saying, ‘You can just be yourself in this school.’ Pupils relish the opportunity to take on responsibilities. Some pupils contribute as class monitors while others become elected representatives on the pupil council. Some pupils support their school as digital leaders, buddies or house leaders. They take these responsibilities seriously and have high expectations of themselves. Through these roles, pupils act as exceptional role models for others.

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The school provides rich opportunities for pupils to extend their interests. Some take part in book club while others attend horse riding and skiing clubs. Many pupils participate in the exceptional school choir. Pupils routinely compete in local competitions for both sport and public speaking. These experiences contribute significantly to pupils becoming well- rounded individuals. They are active citizens in their school community.

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Those responsible for governance know the school well. They use their experience to challenge and support leaders. This has a very positive impact on pupils’ experiences in school. Leaders carefully consider the workload and well-being of all staff. Staff are proud participants in the culture of learning that permeates 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.

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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 23 and 24 April 2025

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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). 23 and 24 April 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 18 and 19 October 2023, under section 8 of the Education Act 2005

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Information about this school

 The school does not currently make use of any 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.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with senior leaders, subject leaders and teachers.  The lead inspector held a meeting with governors, including the chair of governors. 23 and 24 April 2025

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The lead inspector also held a meeting with a representative of the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and music. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to a sample of pupils read to a familiar member of staff.  To evaluate the effectiveness of safeguarding, 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.  Inspectors scrutinised a range of other documentation, including governing body meeting minutes and leaders’ evaluation of the school.

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 Inspectors spoke informally to pupils to gather their views on school life.  To gather the views of parents and carers, inspectors took account of the responses from Ofsted Parent View, including free-text comments. Inspectors also spoke with parents at the start of the school day.  Inspectors met formally with staff to gather their views and took account of responses to the staff survey.

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Inspection team

Jen Sloan, lead inspector His Majesty’s Inspector

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Inspection team

Katherine Muncaster Ofsted Inspector 23 and 24 April 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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