Royton Hall Primary School

Inspection of Royton Hall Primary School High Barn Street, Royton, Oldham, Greater Manchester OL2 6RW

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 17 and 18 June 2025

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What is it like to attend this school?

Pupils are well cared for at Royton Hall Primary School. It is a welcoming place for all. Pupils feel a strong sense of pride attending this school. They value the opportunities that the school offers. For example, pupils enjoy going on many trips and visits, including an overnight residential. Parents and carers appreciate the support that the school gives to their children.

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What is it like to attend this school?

Pupils are polite and well mannered. They show respect to each other, their teachers and any visitors to the school. In the early years, children show strong engagement in the learning opportunities provided for them. Throughout the school in lessons, pupils typically concentrate very well on their learning and produce high-quality work. They listen attentively to teachers and get on with their learning without any interruptions. Pupils move sensibly around the school and use equipment and resources with care.

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What is it like to attend this school?

There is a culture across the school of high expectations for pupils’ achievement. From the early years, pupils study an ambitious and carefully thought out curriculum. Across many subjects, pupils achieve well. They are prepared well for the next stage in their education.

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

Since the previous inspection, the school has worked effectively to ensure that its curriculum meets the needs of pupils. It has carefully reflected on the key knowledge that pupils need to know across the different topics they study. From the early years, the school has carefully considered the sequence in which pupils learn new content.

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

Improvements to the curriculum have helped teachers to deliver it clearly and effectively. They know what to teach and when. Teachers choose purposeful learning activities, which support pupils to gain a rich body of knowledge over time. In most instances, staff use well considered strategies to check pupils’ understanding of different concepts. However, on occasion, some of these checks are not as effective as they could be. Some pupils, who still have gaps in their knowledge, are not able to build successfully on their prior learning.

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

From the early years, reading is a high priority in school. Children in the Nursery Year learn different rhymes, songs and poems. This helps to build up their knowledge of sounds and words. Nursery and Reception children also access a wide range of books, which helps to develop their language and vocabulary. However, this range of literature does not continue across the school. The school miss opportunities to extend older pupils’ knowledge and appreciation of a full range of literature. This limits how well the school helps pupils to develop an appreciation of different authors, poets and playwrights.

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

Pupils are well prepared to start the school’s phonics programme. Staff are well trained, with secure subject knowledge. They deliver the programme effectively. Pupils read books which match closely to their phonics knowledge. A small number of pupils who need it, 17 and 18 June 2025

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receive effective support to help them catch up and keep up with their peers. Over time, this helps them to become more confident, fluent readers.

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The school has high expectations for pupils’ behaviour and conduct. This is reflected in the calm, orderly environment in which pupils learn. In the early years, children learn how to play together and how to share. They are highly motivated in their play and keen to join in. Pupils attend school regularly. Where additional support is required, the school uses effective methods to help pupils to improve their attendance.

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Provision for pupils with special educational needs and/or disabilities (SEND) has been transformed since the previous inspection. Staff, parents and pupils recognise the renewed focus, which ensures that pupils have the support they need to access the ambitious curriculum. The school has effective systems to swiftly identify any additional needs that pupils may have. Staff receive effective training to help them to meet the needs of pupils. As a result, the school caters well for pupils with SEND.

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The school successfully nurtures pupils’ personal development and well-being. Pupils are provided with leadership opportunities, such as being librarians or part of the school council. They learn about different religions, beliefs and faiths. This helps them to develop their understanding of tolerance and respect. The school supports pupils’ physical and mental health well. The school helps pupils to gain an understanding of communities less fortunate than themselves. Pupils raise money for different charities and send donations to the local foodbank.

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Governors know the school well. They use various systems to help them support and challenge the school to be the best that it can be. They carry out their statutory duties effectively. Staff value the support that the school provides for their workload and well- being, particularly the training that they receive.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The reading strategy is not fully embedded across the school. This means that older pupils are not given enough opportunities to develop their enjoyment of reading or their appreciation of different authors. The school should ensure that it promotes the benefits and enjoyment of a wide range of literature, so that pupils can further develop their engagement and enjoyment of reading.  On occasion, the school does not use the checks it makes on pupils’ learning to identify and address gaps in pupils’ knowledge. This means that the school does not know what subject content pupils need to revisit and practise, before they move on to new 17 and 18 June 2025

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learning. The school should ensure that assessment strategies help teachers to build on what pupils already know.

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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 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). 17 and 18 June 2025

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School details

Appropriate authority The governing body

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School details

Website www.roytonhall-pri.oldham.sch.uk

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School details

Dates of previous inspection 19 and 20 March 2024, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision for 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.

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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 carried out deep dives in these subjects: early reading, mathematics, physical education and geography. For each deep dive, inspectors held discussions 17 and 18 June 2025

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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.  An inspector listened to pupils read to a familiar adult.  Inspectors spoke to other curriculum leaders and reviewed samples of pupils’ work.  Inspectors met with the headteacher and other senior leaders. They met with leaders responsible for attendance and behaviour.  The lead inspector met with members of the governing body. He spoke with the chair of the governing body on the telephone. He also spoke with a representative of the local authority.  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.  Inspectors observed pupils’ behaviour at lunchtimes and as they moved around the

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school building. They reviewed leaders’ records of pupils’ behaviour.  Inspectors spoke with groups of pupils about their experiences at the school. They spoke with staff about workload and well-being. Inspectors took account of the responses to Ofsted’s online survey for staff and pupils.  Inspectors took account of the responses to Ofsted Parent View, including the free-text responses.

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Inspection team

Stuart Perkins, lead inspector His Majesty’s Inspector

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Inspection team

Lisa Finnegan Ofsted Inspector 17 and 18 June 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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